UM OLHAR PARA O SÍTIO ARQUEOLÓGICO CG3 NA CIDADE DE CAMPO GRANDE – MS COMO RECURSO PEDAGÓGICO DE ENSINO

Abstract

The associated geographic and archaeological science unveil the human relationships established in space encompassing environmental, social and symbolic conceptions. This paper seeks to understand the engendering of the production of space of the Archaeological Site CG3 in the city of Campo Grande - MS, from the analysis of the category landscape through a applied geographic proposition. The reflections presented are anchored in the geoecology of the landscape through research - action, study of the environment, active methodology and critical environmental education. The scientific method that guided the study was the hypothetical deductive with interaction of hermeneutic-dialectical analysis, building conjectures based on hypotheses allowing to incorporate interpretation of the meanings of the discourse of the subjects related to their social and historical context. The results indicate that the interdisciplinary and inclusive pedagogical practices, presented when executed, enhance the teaching process of reflective learning in understanding the geoecological components of the landscape at the archaeological site, the social, environmental, historical, cultural relations engendered by instigating the sense of belonging to the group identity participant, rethinking the relationships established with the environment. As a conclusion, we hope that the pedagogical resource presented can be useful and diversified methodological instruments in the teaching process in formal and non-formal education spaces, supporting reflections.