URBAN PARKS

FORM, FUNCTION, STRUCTURE, PROCESS, AND THEIR POTENTIAL FOR TEACHING GEOGRAPHY

Abstract

This article emerges from the desire for a study that addresses Geography Education in Basic Education, taking into consideration the geographical potential of an urban park, with an analysis of these spaces through their form, function, structure, and process, which, when considered together, build a theoretical and methodological foundation from which it is possible to discuss spatial phenomena in their entirety, as stated by Santos (1985). The article aims to present reflections on urban parks as a territorial focus, as well as to argue about possibilities for teaching Geography in urban parks, considering these places to have great geographical potential for the teaching and learning process through the relationship between physical-natural and social components, starting from the experiences of the students, which can be explored (these parks) through languages, strategies, and techniques (such as photographs, videos, iconographic questionnaires), which can be employed throughout the educational process of the theoretical-methodological proposal, for instance, during fieldwork. Physical-natural components are considered to be all the elements that make up the geographical space, which originated and developed in nature without depending on social relations. The social components are conceived as those arising from the social interactions of human beings, which produce and act culturally, economically, and politically.