CONTRIBUTIONS OF GEOGRAPHY TEACHING IN THE CONSTRUCTION OF CITIZENSHIP

Abstract

Citizenship emerges, throughout the history of school geography, as a fundamental instrument in the (re)readings of socio-spatial phenomena. The circumstances of the COVID-19 Pandemic made it relevant, given the conditions and discussions on the subject, which contributed to (re)thinking its role in the current context, as well as the contributions and importance of Education for Citizenship and, especially, the teaching of Geography. Based on methodological procedures of bibliographic research, this paper aims to reflect on the contributions of Geography in the construction of citizenship. It was observed that the construction and practice of citizenship in Brazil are still very subjective, observing the fundamental role of the State as a promoter of public policies, since a significant portion of society depends on them to access citizenship. In view of the problem, the teaching of Geography is proposed as a primary component in the critical (re)readings of reality. In their multiple living spaces, the subjects must be protagonists and (re)signify their own condition of being humans and citizens. It is concluded that the teaching of geographic contents helps in the construction of citizenship. However, such contributions will only be effective based on didactic-pedagogical practices that stimulate propositional critical thinking, confirmed inmeaningful learning.