Academic monitoring in Agrarian Geography: teacher education and collaborative mediation in teaching about indigenous peoples
DOI:
https://doi.org/10.48017/dj.v11i4.4235Keywords:
Academic monitoring, Agrarian Geography, Teacher education, Indigenous peoples, Geography teachingAbstract
This study presents an academic teaching assistantship experience in Agrarian Geography conducted at the Institute of Geography, Development and Environment of the Federal University of Alagoas (IGDEMA/UFAL), in partnership with two eighth-grade classes at Doutor José Haroldo da Costa Municipal School, in Maceió, Alagoas, Brazil. The objective was to analyze how academic teaching assistantship can serve as a form of pedagogical mediation in deconstructing stereotypes about Indigenous peoples, considering its contributions to the initial education of Geography teachers and the development of educational practices committed to recognizing Indigenous territorialities. The research adopted a collaborative approach, grounded in Thiollent (2011) and Ibiapina (2008), involving a teacher, a teaching assistant, undergraduate Geography students, and approximately 60 basic education students. The activities included collective planning, pedagogical workshops, the construction of three-dimensional models, cartographic games, and reflective discussions on representations of Indigenous peoples in the school environment. The findings indicated signs of changes in students' perceptions, initially characterized by homogenizing and folklorized images, toward a greater recognition of cultural diversity, contemporary Indigenous realities, and Indigenous territorialities in Alagoas. The activities also revealed difficulties in students' spatial understanding of their own state while providing opportunities to develop cartographic reading and interpretation skills. Regarding teacher education, the experience encouraged undergraduate students to critically examine their previously established conceptions, bringing academic knowledge closer to the practical challenges of teaching Geography in basic education. The study concludes that academic teaching assistantship has the potential to foster shared educational experiences between universities and schools, contributing to the development of critical, intercultural pedagogical practices committed to challenging stereotypes about Indigenous peoples
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