Borari Indigenous School: An analysis of the teaching of tourism in the village of Alter do Chão

Abstract

The research presented here has as its central theme the teaching of geography and the activity of tourism in the village of Alter do Chão and the general objective is to understand the school reality and how the theme of tourism, as a contemporary/generating theme to geography is approached in the classroom, considering, above all, that the seaside village of Alter do Chão,  is a district of the Municipality of Santarém – PA, in which its economy revolves around tourist activity, being originally inhabited by indigenous groups that depend on the development of local tourism, the generation of employment and the conscious use of natural resources, coming from this sector of the economy. The study was centered on the Borari Indigenous School of Early Childhood Education and Elementary Education Professor Antônio de Sousa Pedroso. As for the methodology, descriptive observation was adopted, with qualitative field research. The method used to carry out the study was that of dialectical materialism, and the data collection took place through dialogues and the application of previously formulated questionnaires with teachers and students of the School. A total of 72 questionnaires were applied, 30 to the school's teachers and 42 to students in the 9th (ninth) year of Elementary School. The data analysis was carried out through the graphic tabulation of the answers from the questionnaires applied, in which the results indicate that most of the teachers know the place where they work, however, they do not apply this knowledge in their classes, as well as the desire of the students for the theme of tourism, since their families have their income generated in the locality through tourist activities. In this way, it is reflected on the importance of the educator's training in the various areas of graduation, for the realization of activities related to local tourism and the promotion of the critical perception of the contents, through the social and spatial context that students and teachers are inserted in.

DOI:https://doi.org/10.56238/sevened2024.015-015