O contexto histórico-geográfico do município de Itapejara D’Oeste/PR e a participação cidadã por meio da metodologia do Projeto Nós Propomos!

• Ano de defesa: 2025
• Autor(a) principal: Hrchorovitch, Gracieli Daiane Gnoatto
• Orientador(a): Francischett, Mafalda Nesi
• Banca de defesa: Leme, Rosana Cristina Biral , Biz, Ana Claudia , Cucchi, Andreia Zuchelli , Andreis, Adriana Maria , Nunes, Sérgio Claudino Loureiro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Geografia
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Educação geográfica; Ensino e aprendizagem; Educação patrimonial; Cidadania territorial; Projeto Nós Propomos!
• Palavras-chave em Inglês: Geographic education; Teaching and learnin; Heritage education; Territorial citizenship; We Propose! Project
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS:GEOGRAFIA
• Link de acesso: https://tede.unioeste.br/handle/tede/8036

This thesis was developed for a doctoral degree in the Graduate Program in Geography, in the concentration area: Production of Space and Environment; in the research line: Education and Teaching of Geography, at the State University of Western Paraná – Unioeste/Francisco Beltrão Campus, with the support of researchers from the Research Group Representations, Spaces, Times and Languages in Educational Experiences (Retlee). The problem that sparked this research was the lack of adequate and systematized didactic-pedagogical resources for the historical-geographical characterization of the municipality of Itapejara D'Oeste, Paraná. This fact was evidenced in the research carried out during the Master's program (2017-2019), entitled "We Propose! A Methodological Perspective for Teaching Geography in the Final Years of Elementary School." We sought to develop territorial citizenship with students, in their place of experience, through the historical-geographical characterization of the municipality of Itapejara D’Oeste, Paraná. We sought answers to the thesis question: is it possible to develop a Geography teaching methodology that addresses the study of the municipality with elementary and high school students? The research began in 2021, with the participation of 76 subjects: 60 8th grade students, classes A and B, in the morning period, from the Irmão Isidoro Dumont State School - Elementary Education, and 16 pioneers: nine men and seven women. This thesis is theoretically materialized from the perspective of Critical Geography, with the main references of education and Geography teaching, with: Santos (2008, 2011 and 2020); Cavalcanti (2005, 2012); Castro (2003); Martinha and Rego (2023); Horta, Grunberg and Monteiro (1999); Vygotsky (1998); Andreis, Callai, Nunes (2023), Mendonça, Claudino (2016), Silva, Claudino (2023), Yin (2001, 1994); Francischett, Nunes, Leme (2021), among others. We developed this research based on and characterized as a case study, encompassing the territorial boundaries of the municipality of Itapejara D'Oeste, Paraná. This spatial framework was established because it is the researcher's place of residence and professional activity, as well as the other participants' place of residence and study, allowing us to discuss specific and important details of the local territory. We addressed evidence of the heritage education importance through documents, artifacts, interviews, observations, field diaries, and discussion groups, in the historical-geographical process. We involved students in teaching and learning, research, and extension, using the methodology of the "We Propose!" Project, which suggests investigating local problems and presenting possible solutions. The main outcomes of the process were: 1) Organization of a proposed teaching resource, presented in a summary in the thesis itself, as suggested by the students; 2) The recommendation that the "We Propose!" Project should continue and be expanded to other schools; 3) It enabled development in territorial citizenship; 4) It implemented a methodology for teaching and learning in the municipality; 5) It encouraged interaction between families, schools, universities and local governments, through geographical education.