Paisagem e transformação da cidade: percepções dos alunos do 6º e 7º anos em Monte Alegre-RN (estudo de caso na Escola Municipal Prefeito Larandi de Aguiar

Abstract

This study focuses on the concept of landscape, analyzed through the perceptions of students enrolled in the Youth and Adult Education program at the Municipal School Prefeito Iarandi de Aguiar, located in Monte Alegre, Rio Grande do Norte, Brazil. The main objective was to analyze how students from the 6th and 7th grades perceive the concept of landscape and to understand how this perception evolves through pedagogical activities guided by the Three Pedagogical Moments (3PMs) proposed by Delizoicov, Angotti, and Pernambuco (2007). The research was driven by the following question: how do PROEJA students perceive the concept of landscape and identify transformations in the urban landscape of Monte Alegre? The theoretical framework was based on geographic studies of the concept of landscape, drawing on authors such as Santos (1996), Callai (2011), Cavalcanti (2019), and Suertegaray (2017), who understand landscape as a historical, cultural, and perceptual construct, intrinsically linked to lived space. The methodology adopted a qualitative and descriptive approach, using thematic workshops, photographic records, and discussion circles as instruments for data collection and analysis. The activities were organized into three stages: the initial problematization of the landscape concept; the organization of knowledge through the analysis of old and recent images of the city; and the application of learning through students’ own photographic production. The results showed that, initially, students’ understanding of landscape was limited to its visual and natural aspects. However, after participating in the workshops, their perception expanded to include historical, cultural, and affective dimensions related to the city and its urban transformations. The photographs produced by the students revealed a more sensitive and critical perspective on urban life, recognizing landscape as an expression of social relations and collective memories. It is therefore concluded that the use of landscape as a pedagogical tool significantly contributes to the teaching of Geography, enabling learners to understand space in its complexity and to develop a more reflective attitude toward the place in which they live.