Intervention activities by using gender chargefor teaching geography in basic education

Abstract

The aim of this paper is to analyze how gender charge contributes to the teaching of Geography in Basic Education, and to present the proposed intervention to the perception of critical reading with students of a public education institution in the State of Paraná. The study aimed to verify whether students can identify, in the genres worked in the classroom, especially the charge, the different dimensions, such as political, economic, social, cultural, religious, contributing to the appropriation of geopolitical concepts and to forming readers. The theoretical and methodological basis of bibliographical and qualitative study used the Historical and Dialectical Materialism as a source of analysis as well as reference for the analysis of student productions, because this theoretical concept is one of the possibilities for social transformation. Participants were about 30 students in two classes of 8thgrade of the elementary school. The methodology consisted in using a booklet produced by OBEDUC members with activities that follow the five steps of the Historical-Critical Pedagogy: initial social practice, questioning, instrumentalization, catharsis, and social practice. The research served to organize reading intervention activities with the use of cartoons, since students show great difficulty in understanding texts based on the imagistic reading. The results indicate that students have more affinity with the cartoon genre, thus the genre should be constantly present in the classes for the student and the teacher to be able to use it as a basis for questioning the different aspects of human development.