The representation of the city in textbooks:

an analysis of the content of the 4th grade of elementary school

Abstract

The approach to Geography in basic education requires some practices that aim to help the student understand the different aspects of the subject, through the reality of the world that surrounds them. In this article, we have tried to critically analyze how the concept of city is approached in the Geography textbook for Primary School I(Aprender Juntos - 4° ano) and how the textbook constitutes important material in the teaching-learning process. Throughout the research we sought to understand how the construction of a concept can help students develop a critical view of their reality. It was analyzed and discussed about the concept of city from a scientific perspective for classic authors of geography and finally it was investigated how this concept was approached in a specific textbook. The methodology considered: a) Readings of specific literature regarding the teaching of Geography, Urban Geography, and the concept of city; b) recognition of the textbooks for Elementary School I and choice of a material and year/teaching stage based on the approach of the analyzed content; c) exploratory analysis of the textbook, its contents, approaches, resources, and activity proposals; d) finally, the connectivity of the textbook approach with the academic literature. As a result, it was observed that there are gaps in the approach evidenced in the textbook, and that it is necessary for the teacher, as a knowledge mediator in the classroom, to add new tools, practices, and teaching methods to effectively discuss certain geographic concepts, such as the city and the urban, in the short term of two semesters.