IESA - Artigos publicados em periódicos

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Transformações e exclusão nas relações de trabalho no setor sucroenergético brasileiro: o caso do grupo Raízen
(2018-12) Bunde, Altacir; Calaça, Manoel
With the use of technological processes and automation, that is, by means of a technological apparatus, from a combination of mechanics, electronics and information system, Raízen economic group performs the territorial fusion, thus standardizing the exploration of the human labor force, even if geographically the plants belonging to the group are dispersed. This model have been excluding thousands of workers from the activity, and imposing on the others (workers) a kind of electronic whip, thus increasing their exploitation and exclusion. In this sense, the present article investigates the transformations, exploitation and exclusion in labor relations in the Brazilian sugar -energy sector, especially in the Raízen group. In our investigation, we used theoretical, documentary and field research, conducting interviews.
Agricultura urbana: uma nova alternativa para a produção de alimentos e melhor qualidade ambiental para a cidade
(2019-04) Sousa, Raphael Pereira de Oliveira; Calaça, Manoel
El presente artículo analiza, a partir de la revisión de la literatura, las reflexiones realizadas por varios autores, sobre la producción de alimentos (Agricultura Urbana y Periurbana -AUP) en espacios urbanos en varios países y en Brasil. La agriculturaurbana es la práctica de actividades agrícolas dentro del espacio urbano. Incluye todo tipo de cultivo de plantas alimenticias, medicinales o ornamentales, el manejo de áreas de vegetación natural, creación de pequeños animales, beneficiamiento y comercialización. Pero la principal acción de la agricultura es efectivamente la producción de alimentos para el comercio local, siendo la especialización en el cultivo de géneros vegetales, que en manera general son producidos cerca de los mercados consumidores. La Organización de las Naciones Unidas para la Agricultura y la Alimentación (FAO) defiende que la agricultura urbana es un punto de inicio para retirar la urbanización del rumbo actual y crear ciudades más verdes, además de garantizar la seguridad alimentaria y nutricional. A partir de la revisión bibliográfica desarrollada fue posible constatar que las diferentes experiencias de agricultura urbana con resultados positivos, en varias partes del mundo, tiene como factor de convergencia la participación de los gobiernos a través de políticas públicas de planificación y gestión territorial, la concesión de acceso a crédito y asistencia técnica, y la facilitación del acceso a los mercados. Otro aspecto importante es la participación de la sociedad civil, por medio de asociaciones, cooperativas, ONGs, y grupos organizados.
Desafios para o parcelamento dos assentamentos de reforma agrária sob a perspectiva ambiental a partir da experiência do MST em Goiás
(2019-08) Hora, Karla Emmanuela Ribeiro; Mauro, Rogério Antônio; Calaça, Manoel
Planning rural settlement is not a frequent practice of land reform in Brazil. The few institutional initiatives were a result of the Settlement Development Plans (PDAs) and of the implantation of derived settlements environmentally differentiated. Before these initiatives there were propositions of rural social movements. From the need of new ways of social organization and the introduction of the environmental and fundiary discussions emerged different experiences of resistance in land reform. Considering this context, the article presents the challenges on environmental planning and the strategy for implanting housing nuclei in the Canudos settlement, in Goiás, and its consequences on the discussion of settlement models.
Experiências agrícolas e socioculturais dos Karajá, Avá-Canoeiro e Tapuia - povos indígenas do cerrado goiano
(2020) Silva, Lorranne Gomes da; Souza, Edevaldo Aparecido de; Calaça, Manoel; Souza, Edevaldo Aparecido de
The article reflects on traditional agriculture as a possibility of sociocultural straightening for Karajá, Tapuia and Avá-Canoeiro peoples ́ lives in Goiás State. Traditional agriculture is the oldest form of this activity and there is no machinery intervention, prioritizing the use of natural resources in the development of the activity, being opposed to the model imposed today by the industry. Indigenous agriculture is a practice that aims at producing food so as to meet the needs of indigenous peoples. They have a varied experience in terms of handling nature and natural resources for their social maintenance. Therefore, we identify a lack of public policies, projects, investments, subsidies, in this area for the peoples, especially in Goiás, the research locus. We seek to promote reflection, not only academic debate, but also sensitize stakeholders in order to straightening such practice among indigenous peoples in accordance with their idiosyncrasies and interests. We used the following methodological procedures: interviews and Yarning circles performed in field studies in the indigenous society. The theoretical framework relies on the debate regarding the relationship of these peoples and their territory and the Brazilian Cerrado, their lifestyles and their relationship with non-indigenous individuals. Traditional agricultural practices stand as a strategy to face issues triggered by external agribusiness pressures.
Esquecidos da integração: breve reflexão sobre usurpação do território nas margens da Rodovia Transoceânica - em Madre de Dios na amazônia peruana
(2020-12) Silva, Silvio Simione da; Calaça, Manoel
This geographic essay demonstrates the forms of interconnections and articulations that are processed by economic networks, via the IIRSA Program, under the logic of global integrationist capitalism, but with wide interference in the local reality. They were based on the observations made in fi eld research, in the Madre de Dios Region, in the Southeast of the Republic of Peru, in Amazonian territories. We sought to use information obtained in the places visited, research in the media and bibliographic references. Based on the ways in which capitalism takes eff ect in the region, one can question the validity of an “environmental” or even “integrationist” issue, detached from the transcendence in agrarian and urban issues that is at the heart of the unequal formation of capitalism.
Questão agrária e luta pela terra e pela reforma agrária no estado de Goiás no contexto das transformações territoriais
(2020-04) Calaça, Manoel; Jesus, José Novais de; Borges, Ronan Eustáquio; Mauro, Rogério Antonio
This article analyzes the agrarian question and land-related fights in GoiásState, in the context of occupation and territorial transformations. Analyzesthe phases of Goiás territory occupation and formation processes the appropriation of indigenous territories, eventually leading to large estates and empowerment of influential people and “masters of the land”. After the waning of gold exploration, the main economic activity in colonial times, large farms were created to raise cattle and promote a subsistence agriculture. Since then, land grabbing, the expropriation and exclusionof workers and indigenous people have become common farmers ́ practices so as to have their land expanded. The few families related to land owners have constituted a new breed of land masters, which have bonds with the Federal government and have gained political control over state institutions. The working population was left to organize peasant movements and fight against abuses performed by the dominant class and for access to the land, as an alternative to survive and remain in the country. Important fights have been and will continue to be implemented to change such an unfair reality.
Desarrollo del pensamiento geográfico: un desafío para la formación docente en Geografía
(2018) Palacios, Fabián Araya; Cavalcanti, Lana de Souza
El desarrollo del pensamiento geográfico constituye uno de los temas más relevantes de la educación geográfica actual. Según la literatura científica, esta temática es clave para la formación de ciudadanos geográficamente informados. Sin embargo, faltan estudios empíricos relacionados con el desarrollo del pensamiento geográfico durante la formación de los profesores de geografía. El objetivo del artículo, es presentar los resultados de una investigación realizada como un estudio de caso, cuya finalidad fue indagar sobre algunas categorías que permitan evidenciar los procesos de construcción del pensamiento geográfico. Se trabajó con una muestra de 45 estudiantes de profesorado en Geografía de la Universidad Federal de Goías, Brasil. Metodológicamente, se realizó un análisis de contenido de los trabajos didácticos realizados por los estudiantes durante su práctica profesional. Entre los principales resultados, se aprecia que los trabajos didácticos contienen actividades que, según los planteamientos de Vigotsky, permiten el desarrollo de conceptos y habilidades de pensamiento superior, con énfasis en procesos de razonamiento geográfico.
Construcción del pensamiento geográfico en estudiantes en licenciatura en Geografía de la Universidade Federal de Goiás (UFG)
(2017) Palacios, Fabián Araya; Cavalcanti, Lana de Souza
El artículo presenta, desde la perspectiva histórico-cultural de Vygotsky, categorías que permiten evidenciar los procesos de construcción del pensamiento geográfico en estudiantes de Licenciatura en Geografía de la Universidad Federal de Goias, Brasil. Para su elaboración, se analizaron trabajos didácticos aplicados por los estudiantes de geografía en su práctica obligatoria. Entre los resultados, se aprecia que las estrategias didácticas desarrolladas contienen actividades que, según la propuesta de Vygotsky, permitirían el desarrollo de conceptos y habilidades de pensamiento superior, con énfasis en procesos de razonamiento espacial y geográfico.
Ensino de geografia e cenários urbanos cotidianos: laboratórios para o desenvolvimento do pensamento geográfico
(2019-12) Cavalcanti, Lana de Souza
The city is a complex spatiality, whose understanding has been sought by several scho-lars, among them, the geographers. How to teach it? How to teach it to young students with reference to their lives and their meanings? The text seeks, with these concerns, to address possible ways to teach the city in view of its relationship with daily life, with the contribution of urban Geography. To develop this approach, urban scenarios –a fragment of daily life– are used to be problematized in the teaching process, seeking to present keys to read images and texts from analytical axes, concepts and sub-concepts, understood as a conceptual system structuring the concept of the city. The text also seeks to articulate these reading possibilities with the daily life of young people and their relationship to places, landscapes and territories of the city, based on investigations carried out. In the end, the text also presents brief considerations about the possibilities of treating these fragments of everyday urban life as relevant geographic contents for young students, aiming for their conceptual development.
Formar para la docencia en Geografía: un camino para la cooperación
(2020) Cavalcanti, Lana de Souza; Santos, Leovan Alves dos
Este trabajo presentará elementos de la formación continua del profesorado de Geografía, a partir de la composición de grupos cooperativos de profesores de esa asignatura. Destacaremos la centralidad del trabajo docente en tiempos de crisis y su relevante papel social para el desarrollo del pensamiento geográfico de los estudiantes. Por último, discutiremos las potencialidades y límites de las Comunidades de Práctica, presentando sus características, la concepción de cooperación y el camino metodológico de los grupos del Laboratório de Estudos e Pesquisa em Ensino de Geografia (LEPEG), de la Universidade Federal de Goiás, juntamente con la formación continua de profesores de Geografía.
Formar para a vida urbana cidadã como meta para o professor de geografia: aportes teóricos e ensinamentos da experiência
(2020) Cavalcanti, Lana de Souza
This article presents research data that addresses the production of reflections on the teaching of Geography, understood as a subject that at school aims to contribute to the broad human formation and to the construction of conscious and critical citizen practices. For this, the relations between everyday life, citizen formation and Geography are discussed. As a methodological procedure of the investigation on screen, there is the formation and development of a discussion group / teacher training focused on the theme of the city and citizenship -Group of the City and Citizenship Education Network -RECCI, based at the Laboratory of Studies and Research in Teaching of Geography (LEPEG), from the Federal University of Goiás. The group starts from a conception of teacher professional development as a continuous process and focused on changes and innovations in teaching practice. The text presents and analyzes data from the experience of the formation / performance of Geography teachers, through the analysis oftheir teaching practices with contents aimed at citizen education in Goiás / Brazil and the articulations between different dimensions of professional knowledge, especially those related to training of geographic thinking in students.
Olhar a paisagem com a mediação do pensamento geográfico: aprendizagem potente para o mundo contemporâneo
(2022) Cavalcanti, Lana de Souza
El texto tiene por objetivo presentar elementos de una propuesta de enseñanza de Geografía vuelta para la vida ciudadana de los estudiantes, ayudándolos a desarrollaren su pensamiento geográfico. En este sentido, se destaca el paisaje geográfico como uno de los conceptos que componen este pensamiento. Para desarrollar el texto, en primer lugar se presenta las basis de la propuesta coherente con el objetivo referido y sigue formulando un entendimiento del concepto de paisaje, un instrumento simbólico importante en esta propuesta, una concepción que explicita su carácter de forma, de fisionomía del espacio, pero que está expresando su contenido. Así que, por el análisis integrada del paisaje se puede acceder a las dinámicas natural y social que le han producido. Luego, se presenta caminos metodológicos para trabajar en el cotidiano de las clases con la meta de internalización de este concepto por los estudiantes de la escuela básica.
O ensino de geografia nos trabalhos apresentados no XI ENANPEGE
(2016) Callai, Helena Copetti; Cavalcanti, Lana de Souza; Castellar, Sonia Maria Vanzela; Souza, Vanilton Camilo de
This article presents an analysis of the main characteristics of the papers approved for the Geography Teaching Thematic Group (TG) at XI National Meeting of Research and Graduate Studies in Geography (ENANPEGE). After reading the papers and the TG report, was possible to identify contentes that can constitute four different groups: Geography teaching methodology; curriculum in the teaching of geography; training of Geography teachers and teaching and learning in geography. This paper is based in these works and on the preview studies from the authors of this article, the text also includes the synthesis of general elements of the research in this area during the recent years, envolving aspects of theoretical and methodological perspective from the coordinators of this TG.
Segregação socioespacial no ensino de geografia: um conceito em foco
(2017) Cavalcanti, Lana de Souza; Araujo, Manoel Victor Peres
This article aims to discuss the potentialities of the socio -spatial segregation content in the teaching of Geography and itsimportance in the formation of Geographical thought. In a first moment it is discussed the theoretical bases that puts this concept like a focus to be considered in the teaching of Geography. Socio-spatial segregation is a process that fragments social classes into distinct spaces of the city. In this sense, the daily life of the people who inhabit these places is marked by insecurity, violence, precarious housing, lack of infrastructure and access to basic services and leisure. These aspects are motivations to think about how the teaching of Geography can contribute to the study and the problematization of this theme. Subsequently, it is proposed an intervention for didactic mediation of the content of socio-spatial segregation. The result of the study found that the didactic intervention can contribute to the construction of the concept of socio-spatial segregation, inasmuch as the young students identified the dimensions of this process in their daily life, with emphasis on the absence of public spaces for leisure, which indicates a limit of its relation with the city.
Flexibilização como princípio curricular da formação de professores de geografia
(2018-06) Pires, Lucineide Mendes; Cavalcanti, Lana de Souza
The present text reports part of the results of a research that aimed to analyze the curriculum of undergraduate courses in Geography of federal and/or state public institutions in different geographic contexts of the country, considering the principle of curricular flexibilization proposed by the National Curricular Guidelines for the Education of Basic Education Teachers (DCNs). In this section, we present a set of conceptual aspects and other elements of contextualization of educational policies and curriculum directed towards teacher education, with a focus on curricular flexibility. By extension, in the sequence, it is located the flexibilization as methodological strategy and guiding principle of the elaboration-organization of the curricula of the training courses of geography teachers researched. For this purpose, CNE/CP Resolution 1/2002 and complementary legislation/norms are analyzed, as well as ten Pedagogical Projects of Courses (PPC) of Degree in Geography developed in public universities (state and federal), located in different regions of the country.
Contribuições para o ensino de cidade: observação de fotografias em livros didáticos de geografia
(2018) Portela, Mugiany Oliveira Brito; Cavalcanti, Lana de Souza
The scenario of brazilian education has been growing to access increasingly the didactic book usage at schools. Then, this article has as a purpose aimed to analyze how pictures in books contribute to city teaching. The reach of this purpose is given by the observation of the photographs and the subtitles found in didactic books collection more adopted for National Didactic Book Plan (PNLD) 2012, in Brazil. It can be seen that has cities that show up more times, while others are not represented in those photos, this means that may exist a commitment in the thought construction, especially because many cities that are presents in this didactics books are not part of the everyday experiences of many high school students, in Brazil.
Configurações curriculares de cursos de licenciatura em geografia, segundo as diretrizes curriculares nacionais para a formação de professores da educação básica – DCNS (2002)
(2019-09) Pires, Lucineide Mendes; Cavalcanti, Lana de Souza
This text is part of a broader research on the curriculum of undergraduate courses in Geography of federal and /or state public institutions in different geographic contexts of the country, considering the principle of curricular flexibilization proposed by the Curricular Guidelines National Training for Basic Education Teachers (DCN). It is a documentary research, whose main sources were Resolution CNE / CP nº 1/2002 (BRASIL, 2002c) and complementary legislation / norms, as well as the Pedagogical Projects of ten undergraduate courses in Geography developed in public universities and / or federal) located in different regions of the country. In the analysis carried out, it was verified that all Pedagogical Projects have a very similar organizational structure, with respect to compliance with Resolutions CNE / CP nº 1/2002 (BRASIL, 2002c), nº 2/2002 (BRASIL, 2002d) and nº 14/2002 (BRAZIL, 2002e). However, in some PPC, some inadequacies or inconsistencies could be observed regarding the time-space allocated to the pedagogical dimension, the Practice as a Curricular Component (PCC) and Supervised Internship, which may show the difficulty of interpretation of the curriculum constructors or some transgression on the legislation that guides the training of teachers.
Formação do professor de geografia na produção do material didático sobre o território goiano
(2020-08) Cavalcanti, Lana de Souza; Gomes, Marquiana de Freitas Vilas Boas; Souza, Vanilton Camilo de
In teacher education, didactic knowledge is an important pillar of academic actions in this field. It can broaden theories, updating concepts, establishing criticisms of formulations incompatible with school contexts, and guiding the specific teaching practices of their contents. In this perspective, the discussion of this article emerges from the project “Geographical Contents on the local/regional scales in the context of the National High School Exam (Enem)”, at the Federal University of Goiás, financed by the National Council for Scientific and Technological Development (CNPq). The objective is to relate the potential of critical-collaborative research in Geography teachers' training and the production of didactic material on the city-countryside relationship in Goiás. As a methodology, the collaboration between Geography researchers, teachers, and students was privileged to transform the world of practice. In this investigation, the voice and perspective of the subjects involved are considered as part of the investigation and contribute to the production of knowledge throughout the process. In this context, the preparation of didactic material involved the steps of: defining the theme through problematizations; research on the scientific production of content; recontextualization of knowledge for the regional scale and school objectives; experimentation, and evaluation of material in high school. The collaborative research was carried out in the didactic production about the city-countryside relationship in Goiás. In this set of actions, the participants were allowed more authorial knowledge in the very process of initial and continued training and the development of methodologies with the protagonism of the subjects.
Produção acadêmica sobre ensino de geografia: o Laboratório de Estudos e Pesquisa em Educação Geográfica como um lugar de referência em pesquisa
(2020-06) Cavalcanti, Lana de Souza; Bueno, Míriam Aparecida
This article presents activities developed at the Laboratory of Studies and Research in Geographical Education - LEPEG, situated at the Institute of Social and Environmental Studies at the Federal University of Goiás. This article goal is to show its expressiveness in the field of teaching research of Geography in Brazil. In the last three decades, several studies have pointed to the expansion and consolidation of this field of research, qualifying and legitimizing it as a relevant field for the area.In this context, LEPEG was created. A reference place that has been dedicated to the initial and continuing teachers' training, to research on different topics in the Geography's teaching and to extension of its activities to society. It's always guided by the principles of collective and critical-collaborative work, also by the integration between theory and practice, for the effective and systematic articulation between the University and the Basic Education schools. The group of professionals who develop their activities in this laboratory is characterized by their specialty in Geography's teaching research, dedicating themselves to different themes, such as School Cartography, the Teaching of the City and Citizenship, theoretical-methodological foundations of geographic thinking in teaching and the Teaching of physical-natural themes.
A imagem e seus aportes ao desenvolvimento do pensamento e das funções mentais no ensino de geografia
(2020-06) Pires, Mateus Marchesan; Cavalcanti, Lana de Souza
The usage of different languages in Geography teaching and the investigations linked to this thematic have widened in Brazil in the last decades. Among those researches, some indicate the potentiality of those resources in the students’ learning, mobilizing the cognitive processes of subject. In this perspective, we present in this text a reflection on the imagery language, from the perspective of Cultural-Historical theory, demonstrating how some higher mental functions (perception, imagination and memory) can be mobilized with the use of visual resources. In addition to theoretical studies in this field of knowledge, the contributions of this text also stem from doctoral research in which the importance of the mediation of imagery language was found, as a didactic resource in the teaching of Geography. We found that mental functions can be mobilized in the constitution of a geographical thought, they are related with the use of images, while representations of visual materials, as well as the creation of mental images, with their (re) constitution or internalization, a condition countless times necessary for geographic learning.

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