GEOGRAPHY TEACHING AND LOCAL CONTEXT:

REFLECTIONS BASED ON A REGIONAL BOOK

Abstract

This article analyzes the impact of local content on Geography teaching, focusing on the textbook Imperatriz: Cidade da Gente, adopted by the municipal school system of Imperatriz, Maranhão, Brazil. The research follows a qualitative approach, employing a case study methodology and using a questionnaire administered to in-service teachers as the primary data collection instrument. The resulting data were examined through the lens of Discursive Textual Analysis, revealing both contributions and limitations of the material in relation to teaching and learning processes. The findings indicate that the textbook plays a significant pedagogical role by integrating curriculum content with students’ local experiences, thereby fostering connections with the environmental, cultural, and social dynamics of their territory. Teachers emphasized the potential of the material to stimulate students’ critical thinking, particularly regarding Environmental Education. Nevertheless, certain limitations were identified, including the need for more detailed maps, more intellectually stimulating activities, and inclusive resources for students with disabilities. This study contributes to the ongoing debate on the relevance of regionally contextualized educational materials in strengthening students’ ties to their lived environment, while aligning with national curricular guidelines. Furthermore, it highlights the importance of incorporating teachers’ perspectives in the revision and development of such educational resources.