THE AGRARIAN REFORM IN GEOGRAPHY EDUCATION: PRACTICES AND CHALLENGES IN THE CONTEXT OF BARRAS - PI

Resumen

Brazil presents one of the largest land inequalities in the world, reflected in the concentration of land and related social conflicts. This research investigates how the theme of agrarian reform is approached in Geography education in the municipality of Barras-PI, considering the importance of this theme for critical and citizenship-oriented education. The main objective was to analyze the pedagogical practices and teaching materials used in Geography education, evaluating how they promote critical reflections on the local reality and contribute to students' understanding of agrarian reform. The methodology adopted a mixed approach, including bibliographic research and the application of questionnaires to Geography teachers in the final years of elementary school in rural schools, in addition to the analysis of the textbooks used. The results pointed to significant challenges, such as the superficiality of content in textbooks, the lack of specific training on the topic, and the predominant use of traditional methodologies. Despite this, complementary practices, such as debates and visits to settlements, stood out as strategies to connect students to the local reality and promote engagement with the topic. It was concluded that, although there are structural and pedagogical barriers, there is potential to improve the teaching of agrarian reform through investments in teacher training, the adoption of contextualized teaching materials, and the diversification of methodologies. These changes can strengthen the transformative role of Geography education in the formation of critical and engaged citizens.