When the City Is for the Few: Socio-Spatial Segregation and Geography Teaching

This article aims to understand the concept of socio-spatial segregation as content in Geography teaching, using a methodological proposal based on cinematographic language. In this way, thinking about Geography teaching in contemporary times means understanding the relationship between students and their daily lives. To this end, socio-spatial segregation is pertinent to their daily practice. The methodological procedures were developed in stages: initially, the concept of socio-spatial segregation and its implications for everyday life were discussed; then, a moment was dedicated to watching the documentary and discussing the observations of the young students about the scenes watched; finally, questionnaires were administered to check students’ understanding of the documentary. The aim is to work on socio-spatial segregation in classes, using cinematographic language to comprehend the subject. The goal is to make students the protagonists of their construction of knowledge, capable of developing geographic thinking skills.