2026-07-212026-07-212026-02-03COSTA, Suellen Cristina Vidal. A cidade como espaço de ensino, aprendizagem e direitos: a importância de um roteiro de Estudo do Meio para professores do Ensino Fundamental a partir do estudo/vivência com os alunos da EM Parque Bolonha em Belém/PA. Orientador: Mateus Monteiro Lobato. 2026. 115 f. Dissertação (Mestrado Profissional em Ensino de Geografia) - Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2026. Disponível em: https://repositorio.ufpa.br/handle/2011/18308. Acesso em:.https://repositorio.ufpa.br/handle/2011/18308In a context of uncertainty regarding the paths that education for critical citizenship has taken in Brazil, school geography sees the need to apply pedagogical practices that make geographical education more effective. The teaching of the city and the urban environment in school geography needs to consider the student's social experience, relating the concrete to the abstract, starting from the student's daily life. Teaching experience in Basic Education has brought to light a serious problem: the need to use a teaching method that takes into account studies about and in the city and attentive listening to the lived experiences of students, overcoming interests permeated by a banking model of education. In this sense, as a learning method that can address this reality, the Study of the Environment, through the teacher's mediation, manages to connect the objects of knowledge discussed in the classroom with the students' daily lives. The objective of this research is to provide a Study of the Environment guide for Geography teachers to assist them in their training and teaching practice, and at the same time, contribute to the student's protagonism in their place of belonging. The specific objectives involve understanding the role of Environmental Studies in the city as a contributor to geographical education, establishing a connection between empirical and geographical knowledge involved in urban studies, and consolidating teaching and learning about and in the city that allows students to fight for the right to experience it democratically. To this end, we developed an analysis of the importance of Environmental Studies in Basic Education; reflections on the use of the knowledge object "city" and "urban space" in light of geographical reasoning and the Brazilian National Common Curricular Base; and the production of an Environmental Studies guide involving the studies of city and urbanization, based on the daily experiences of 7th-grade students at the Parque Bolonha Municipal School in Belém, Pará. The itinerary was divided into pre-fieldwork for pedagogical planning purposes; field classes in the central and peripheral areas of Belém; and post-fieldwork, where the production and sharing of the field notebook occurred based on the students' protagonism in the production of knowledge, based on their perceptions of the city where they live. The Environmental Studies program helped students investigate the transformations their place has undergone, as well as to construct hypotheses that justify this reality and what can be done to improve it, since their experiences leave marks on the city that can contribute to building a more democratic city.Acesso AbertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/CidadeEducação BásicaEducação GeográficaEstudo do MeioFormação cidadãGeografia UrbanaCityBasic EducationGeographic EducationEnvironmental studiesCivic EducationUrban GeographyDissertaçãoCNPQ::CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA::GEOGRAFIA DA POPULACAOSABERES E CONHECIMENTOS DA GEOGRAFIA NO ESPAÇO ESCOLARENSINO DE GEOGRAFIA