O uso do cordel como recurso didático para o ensino do conceito de paisagem nas aulas de geografia

Abstract

This monograph investigates the use of cordel literature as a didactic resource for teaching the concept of landscape in the Geography curriculum. The study begins with the recognition that understanding landscape involves natural, historical, cultural, symbolic and affective dimensions, yet it is often addressed, in an abstract way, distant from students’ everyday lives. The research seeks to answer the question: how can cordel be used to facilitate learning of the concept of landscape? The general objective was to analyze how cordel literature can be incorporated into Geography teaching with a focus on constructing the concept of landscape, while the specific objectives included: identifying pedagogical methodologies that make use of cordel, investigating the relationship between the content of cordéis and the elements of landscape, developing proposals for didactic sequences, and evaluating – based on the literature – their contributions to learning. The research is characterized as qualitative, exploratory, and bibliographic, through which a bibliographic survey and analysis were conducted, along with the selection and interpretation of cordéis representative of the landscapes of the Brazilian Northeast, dialogue between theory and practice, and the development of didactic proposals that integrate Geography, Literature, Arts, and History. The results showed that cordel acts as a mediator between geographic concepts and everyday experience, bringing students closer to sociocultural reality, valuing popular knowledge, and promoting critical perception, creativity, and student protagonism. The suggested didactic sequences demonstrate potential for developing an interdisciplinary understanding of landscape as a social, historical, cultural, and symbolic construction, integrating memory, identity, and territorial belonging. Despite the limitations of bibliographic research, the findings indicate that cordel literature represents a meaningful pedagogical and epistemological tool, capable of making Geography teaching more contextualized, sensitive, critical, and culturally grounded, aligning with BNCC guidelines and contemporary perspectives in geographic education.