CARTOGRAPHIC REPRESENTATIONS AND FIELDWORK IN GEOGRAPHY TEACHING: THE STUDY OF THE AFRICAN DIASPORA IN THE LIBERTY DISTRICT OF SÃO PAULO

Abstract

The aim of this article is to analyze the role of maps in fieldwork in a teaching-learning context in a class in the final years of elementary school. For the development of the research, maps are presented as research tools so that the overlapping layers of space-time in the urban territory reveal the transformations of the landscape. We delimited the Liberdade neighbourhood in the city of São Paulo as an expression of Afro-Brazilian historical-geographical erasure as a process of necropolitics and its consequence of urbanization. Using old maps of the city and mental maps made by the students, we mobilized the concept of social representations and tried to involve the students' cathartic movement, obtaining results in cartographic reasoning and understanding of the geosymbols of indigenous-black territorialization. From the pedagogical philosophy, we approached the Historical-Critical perspective of valuing the subject as a transforming agent, bringing the look of racial subversion in the Liberdade neighborhood. The research is based on the qualitative methodology of studying the city and its social, racial, spatial and territorial formation through phenomenological reasoning, seeking the essence of racism in the city and awareness from an anti-racist educational perspective.