AGRICULTURAL FAMILY SCHOOLS AND ANTI-RACIST ACTIONS: GEOGRAPHY TEACHING IN TOCANTINS

Abstract

The respective article addresses the teaching of Geography and educational actions to combat environmental racism in the Agricultural Family Schools in the state of Tocantins. This is a qualitative research that followed the methodology based on the study and analysis (texts, articles, dissertations, theses and books) being complemented by the application of a semi-structured questionnaire to the Geography teachers of the EFAs. The organization of the data demonstrates that the schools were founded as a result of demands from social movements, to serve children and young people from rural communities. It was learned that they are fundamental support for family farming, encouraging the implementation of income generation projects, through diversified and sustainable activities. As a result, it can be said that the teaching of Geography strengthens anti-racist actions that go through formal education, through the construction of knowledge in health and access to water, housing and food, public policies and human formation. It is concluded that the teaching contents go through technical education through the understanding of access to land that address the themes of agricultural potential such as beekeeping, horticulture, fruit farming, fish farming and animal traction.