THE CHALLENGES TO ACHIEVE INCLUSIVE AND QUALITY EDUCATION IN THE MUNICIPALITY OF COSTA RICA – MS, BRAZIL

Abstract

The economic, political, social and cultural transformations in the present time enter the classroom, bringing to light some instruments to be incorporated in pedagogical practices, emphasizing the perspective of overcoming the “knowing by heart” prevalence to transmitting knowledge to a more versatile student. It is known that the teacher is an indispensable element in the development of learning, proposing a dynamic theoretical understanding. This requires planning and articulation of the relationship between school and student, establishing connections with the context lived outside and inside the classroom by all social actors. An asymmetrical perspective to neoliberal rationality and high-risk capitalism, promoting a critical look in the perspective of stimulating actions in a world going through transformations, with fair and solidary relationships, emphasizing exchanges of opinions and learning in the service of those in social vulnerability, converting them into a point of action aimed at transformation. In this context, this study sought to emphasize the process of scientific literacy in Geography through the application of a case study with geography teachers and students from Elementary School II in the reality of the Municipality of Costa Rica – MS, Brazil; and in this way stimulate the teaching and learning process that contributes to the internalization of meaningful learning for the student, breaking the ideology of the survival entrepreneur.