Teaching Geography and everyday urban scenarios: laboratories for the development of geographic thought

Abstract

The city is a complex spatiality, whose understanding has been sought by several scholars, among them, the geographers. How to teach it? How to teach it to young students with reference to their lives and their meanings? The text seeks, with these concerns, to address possible ways to teach the city in view of its relationship with daily life, with the contribution of urban Geography. To develop this approach, urban scenarios –a fragment of daily life– are used to be problematized in the teaching process, seeking to present keys to read images and texts from analytical axes, concepts and sub-concepts, understood as a conceptual system structuring the concept of the city. The text also seeks to articulate these reading possibilities with the daily life of young people and their relationship to places, landscapes and territories of the city, based on investigations carried out. In the end, the text also presents brief considerations about the possibilities of treating these fragments of everyday urban life as relevant geographic contents for young students, aiming for their conceptual development.