Theoretical-practical contribuitions of participatory cartography for field education

Authors

DOI:

https://doi.org/10.17058/rea.v32i2.19140

Keywords:

Participatory Cartography, Peasant Education, Educational practices.

Abstract

The objective of this article is to discuss theoretical, methodological and practical approaches between Participatory Cartography and Peasant Education. This text is the result of a master's degree research in which we reflected on the problematization of educational practices for/with rural subjects. Through a qualitative approach and a historical-dialectical epistemological approach, a participatory research was carried out whose data generation occurred through Participatory Cartography workshops. Among some results, we observed that the process of producing maps by peasants can contribute to expanding a critical and politically committed view of their territories.

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Author Biographies

  • Matheus Gomes da Silva, Universidade Federal do Recôncavo da Bahia

    Mestre em Educação Científica, Inclusão e Diversidade pela Universidade Federal do Recôncavo da Bahia (UFRB)

    Especialista em Educação e Sustentabilidade Ambiental pelo Centro Universitário Internaiconal (UNINTER)

    Licenciado e Bacharel em Geografia pela Universidade Estadual de Feira de Santana (UEFS)

    Professor da rede pública de ensino do Estado da Bahia

  • Ana Paula Inácio Diorio, Universidade Federal do Recôncavo da Bahia

    Doutora em Ciências pela Fundação Oswaldo Cruz/RJ (2016)

    Mestre em Ensino de Ciências pelo Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro - IFRJ (2012).

    Graduada em Licenciatura em Ciências Biológicas pela Universidade do Estado do Rio de Janeiro.

    Professora Adjunta da Universidade Federal do Recôncavo da Bahia (UFRB), lotada no Centro de Ciência e Tecnologia em Energia e Sustentabilidade (CETENS).

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Published

2024-12-02

Issue

Vol. 32 No. 2 (2024)

Section

Artigos do Fluxo

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How to Cite

Theoretical-practical contribuitions of participatory cartography for field education. (2024). Reflexão E Ação, 32(2), 264-282. https://doi.org/10.17058/rea.v32i2.19140