O pensamento complexo sob a ótica dos multiletramentos: práticas dos Raja Gabaglia no ensino de geografia

Abstract

It is known that the current historical moment is marked by profound transformations in society in the face of the globalization process and the increasingly frequent presence of New Information and Communication Technologies in social interactions. In this context, we see, then, not only a greater rapprochement between different identities and cultures, but also an expressive use of multiple languages in the act of representing information and/or knowledge resulting from this period of change, which characterizes multiculturalism and multimodality respectively, marks of multiliteracies. Thinking about this scenario and the observation that such changes also impact the school, this work focuses on thinking about teaching and learning practices and methodology in Geography that take into account the needs of school actors in the face of their (new) needs in this emerging context, as well as if they promote the active and significant internalization of the knowledge covered by the discipline in the classroom. To this end, the past is valued and we seek to (re)work in the form of reinterpretations the contributions of Eugenio de Barros Raja Gabaglia, in “A Terra Illustrada” (189-), and Fernando Antônio Raja Gabaglia, in “Praticas de Geographia” (192-), for teaching Geography; we work with the present having as a backdrop the arguments defended by the Pedagogy of Multiliteracies both in order to meet the needs of students in relation to their learning in contemporary times and to provide the steps of “How” to use multiliteracies for geographic learning through re-readings, in addition to the theoretical-philosophical proposal of Edgar Morin's Complex Thinking (2003); and, also, getting closer to the future in order to meet what “Futures Literacy (FL)” achieves in terms of education for citizenship and in favor of social transformation. Thus, the present work used a qualitative and descriptive methodology, occurring through the researcher's direct contact with students at Escola Municipal de Ensino Fundamental Santo Antônio (Agudo, RS, Brazil) and allowing knowledge about the reality of students and on learning in Geography in questionnaires and for the application of didactic-pedagogical materials, constructed in re-readings and with multiliteracy resources, in two meetings with the participating classes. In the end, the aim is to position the activities developed in the “teaching of Geography through practices” as a possibility for School Geography with regard to teaching-learning processes in an active and contextualized way with the world and with the subjects, as well as providing students not only the assimilation of geographic content, but also the development of autonomous and engaged thought and action for citizenship and transformation of reality aiming for a good and fair society for all.