Crianças e favelas : percepções, mediações e sentidos

Abstract

The issue of slums has been addressed in the teaching of geography as an area of absences, especially in urban infrastructure. There is a silencing of the plurality present between the spaces and places for its residents, just in a discipline that arises in the search for a critical look at the individual development. However, the school does not know how to setup exclusive mediation in the construction of the concept of slum students. In this sense, if in contemporary culture there are many ways to weave their learning of the subject space, why not investigate how children perceive and conceive the idea of slum? Listening to the students to understand what media their experiences with the slum area provides a reflection on a theme that is called the all-in town, on TV, in conversations, and, in space, raises the debate on the formation of teachers. Before many geographies and the plurality of slums, this research sought based on the Humanist Geography hear children from their drawings to know how they perceive the social meanings of the slums.