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O desenho da paisagem urbana como proposta didática no ensino de Geografia

This article has the objective of reflecting on a teaching experience based on the use of a 7o grade elementary school drawing in a private school in Ribeirão Preto – São Paulo, Brazil in 2006. Initially, we aimed to reflect on the importance of recognizing the concrete individuals in the contempo- raneous urban society and also the territories that occupy the city of Ribeirão Preto. From this point on, we used drawings samples, city analysis documents as expressions of these individual perceptions. By a dialogic action established with the students, based on a more focused approach on the landscape analysis, the drawings were analyzed through a reading landscape methodology. It became evident that during the implementation of the didactic strategy, the usage of drawings is an efficient instrument in Geography teaching, since it engenders mediations, demanding new con- tents, directing more qualitative interpretations in the sense of levels of articulation that are materialized in the urban landscape, amplifying the primary sensory and perceptive levels, since it establishes contrasts between the objective city and the subjective city, making it possible to coordinate actions with the objective of constructing more reliable representations of the urban landscape.