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Este artigo busca fomentar teorica e metodologicamente o uso da paisagem no ensino de geografia. Parte-se da paisagem como conceito e como ela articula nao somente uma leitura do espaco, mas leituras da nossa relacao e dos nossos corpos nesses espacos. Para isso vale-se de trechos de musicas e de poemas de artistas nordestinos como Belchior, Joao Cabral de Melo Neto e Caetano Veloso, para enriquecer o manancial de recursos didatico utilizados pelos professores. Finalmente, propoe tres atividades como exemplo do uso de paisagem: painelismo didatico, ressignificacao das toponimias urbanas e producao de paisagens sonoras. Conclui-se que o conhecimento e a analise de paisagens que representem diferentes modos de vida contribui a problematizar o seu proprio, reforcando uma diversidade que tambem tem carater politico. ABSTRACT This article aims to promote theoretically and methodologically the use of the category of landscape for geography learning. It points out landscape as a concept and how it articulates not only a reading of space, but readings of our bodies in these spaces. To do so, excerpts of songs and poems composed by Brazilian artists such as Belchior, Joao Cabral de Melo Neto and Caetano Veloso are used to enrich didactic resources by teachers. Finally, it proposes three activities as examples of landscape usage: didactic panels, re-signification of urban toponymy and production of sound landscapes. Conclusion asserts that when students learn and investigate landscapes that represent different ways of life, it contributes to problematize their own, emphasizing a diversity that has political meaning. Keywords: Landscape; Geography learning; Teaching methodologies; Preservice teachers.

geographia meridionalis

PAISAGEM COMO CATEGORIA ARTICULADORA AO ENSINO DE GEOGRAFIA: PROVOCAÇÕES TEÓRICO-METODOLÓGICAS / LANDSCAPE AS MANAGING CATEGORY TO GEOGRAPHY LEARNING: THEORETICAL AND METHODOLOGICAL STIMULATIONS