Doutorado em Geografia (IESA)
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Navegando Doutorado em Geografia (IESA) por Por Orientador "Cavalcanti, Lana de Souza"
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Item A escala geográfica e o pensamento geográfico: experiências com jovens escolares do ensino médio(Universidade Federal de Goiás, 2019-05-20) Aragão, Wellington Alves; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Castilho, Denis; Richter, Denis; Souza, Lorena Francisco de; Portela, Mugiany Oliveira BritoThis research is part of the set of reflections on the Geographic Scale and the formation / development of a geographical thinking by young high school students. The concept of Geographic Scale is little worked on in primary education, so students are unable to develop geographic thinking based on geographical concepts. The Geographic Scale contributes to the reading of physical and social spatial phenomena, corroborating a more geographical understanding of them. This research was conducted with junior high school students from two state schools in Paraíba, one in the capital, João Pessoa and another in Cajazeiras, in the countryside. The purpose of this investigation is to make the most effective use of the Cartographic and Geographic Scales in the elementary school, as they are complementary and dialogic. This research is based on qualitative precepts, with a participative approach, adopting as methodological instruments of collection: observations, focus groups and structured interviews. The data generated and analyzed highlighted that young students developed reasoning to answer the proposed questions about geographic scales, thus enabling the development of geographic thoughts focused on a multiescalar and dialectic reading between the local and the global, the most immediate and the most distant, crossing all geographical scales and understanding their unleashed social relations. The objectives of understanding the theoretical-conceptual and methodological distinction between the concepts of Cartographic Scale and Geographic Scale; to analyze how the concept of Geographic Scale is disposed in some official high school documents and its relation with themes, concepts and contents that can contribute to the development of a geographical thought; understanding 'if' and 'how' the spatial distribution of industries in João Pessoa and Cajazeiras contributes to the development of geographic thinking mediated by the Geographic Scale; and to understand how the concept of Geographic Scale and industry content worked in the elementary school can cooperate with the development of geographical thinking in young high school students, were fully achieved. The hypothesis raised here that the concept of Geographic Scale is underused in the teaching of geography, thus hindering the development of geographical thinking by young high school students, has been confirmed. In this same context, the thesis that the concept of Geographic Scale, when worked in the classroom in association with the contents related to the industry and its activities, contributing to the development of a geographical thinking, was also fully confirmed.Item A construção do conhecimento pedagógico do conteúdo sobre cidade na formação inicial do professor de Geografia em Santarém-Pa(Universidade Federal de Goiás, 2018-08-06) Barbosa, Maria Betanha Cardoso; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti , Lana De Sousa; Richter, Denis; Morais, Eliana Marta Barbosa de; Bento, Izabella Peracini; Vallerius, Daniel MallmanThe initial training of teachers and the construction of teaching knowledge relates to the theoretical, pedagogical and geographical components formulated by professors in the Geography course. It is important to emphasize the elaboration of the teacher thought in the organization of the teaching process and, as main theme, the concept of city and how this concept is built in the discipline Urban Geography as well as how the teacher synthetizes of this knowledge in the Supervising Teaching Internship. Such knowledge is understood as pedagogical knowledge of contents and pedagogical reasoning according to the Lee Schulman’s approach (2005). The investigated Geography course is located in the city of Santarém-Pará and is offered by Federal University of Western Pará (Ufopa). The city as school content revealed the relation of place as geographical concept about Santarém and how teachers in training develop the pedagogical reasoning, how they understand the city from Geography and how with the city they align the pedagogical concepts. In this research the overall goal was to understand the possibilities of articulating the teaching knowledge in the Ufopa Geography course through the conception of city, having as reference the urban reality of Santarém. The research was qualitative with analytical-descriptive guidance and using the following instruments: documental research, bibliographical research, participant observation, discussion group, narrative and field journal. As subjects, it has fourteen teachers in training of the Geography course from this institution and the data was analyzed extracting the geographical knowledge about city, urban and Santarém, expressed in the Internship classes, besides the procedures and the specific and pedagogical knowledge presented. Regarding the conception of city and urban, there is a synonymous relation because the teachers in training do not define a boundary between city and urban, however the city of Santarém was seen as articulated with place, highlighting various specific issues of the city’s urban. Finally, the research made it possible to verify that the pedagogical knowledge of the content should be seen as a proposal for teaching training, included as a premise in the course’s pedagogical projects, since in isolated disciplines, it does not allow the teacher in training to develop the CPC. Thus, the city must be understood together with the concept of place in the discipline of Urban Geography to make a geographical study about this concept. Therefore, in order to CPC to take place in the initial training it is proposed its insertion as a teacher training proposal. It was proved that when the initial training course in Geography provokes the formation of diverse knowledge as scientific and pedagogical, the teacher in training enhances this knowledge.Item A mediação didática na construção do conhecimento geográfico: uma análise do processo de ensino e aprendizagem de jovens do ensino médio e da potencialidade do lugar(Universidade Federal de Goiás, 2013-09-09) Bento, Izabella Peracini; Cavalcanti, Lana de Souza; Cavalcanti, Lana de Souza; Souza, Vanilton Camilo de; Richter, Denis; Silva, Eunice Isaias da; Callai, Helena CopettiThe present paper generates a reflection on the didactic mediation in the construction of geographical knowledge, and analyses, specifically, the teaching and learning process of youngsters in high school and the potentiality of the place. Some goals reached in this research dialogue with the different processes that are in the base of teaching and learning Geography and with some academic researches developed in Brazil, that peer into the reasons which awaken students's interest in learning Geography. It is intended, in that way, to understand how the educator's work exercises an important differential in what concerns an effective and productive teaching, and which presents consistent results in the field of geographical knowledge. It is pressing to look at the geographical culture of youngsters especially when it is invested on the place, as didactic mediation. The place, besides constituting an empiric reference in different areas, is, mostly, an element of geographical reasoning and, because of that, contributes to a didactic mediation desirable to the process of teaching and learning in Geography. With that, it is emphasized the importance of mediation in the construction of geographical cognition, which principles hold their weight in the history and culture of youngsters in school. The geographical concept of “place”, based on a juvenile perspective, is not always considered an element capable of potentiating an approximation between the reality experienced by the students and the more systematized knowledge in the teaching of Geography. For the achievement of this research, the case study constitutes an effective methodological procedure to this investigation, which sediments its reflection in the attendance of classes of two high school teachers in the public school system. The work of these educators, aiming the construction of knowledge in Geography, allowed observations to be made regarding different situations which translate the experiences of the investigated subjects, students and teachers, with a reality, among so many, of the teaching of Geography. The case study was done through a participant observation that, while methodological instrument of intervenient feature, allowed for direct observations of classes to be made, followed by didactic interventions in the observed classes. Semi structured interviews were also conducted with the educators and questionnaires were answered by the students, so that diagnosis profiles of the researched classes could be outlined. Authors such as Callai (1999, 2011a, 2011b, 2000, 2003a, 2003b, 2012), Cavalcanti (1998, 2001, 2002, 2005, 2006, 2011a, 2012b), Libâneo (2000, 2006, 2009a, 2009b, 2011, 2012), Vigotski (2000, 2007, 2010) and other scholars are references that, indispensably, sustain the necessary theoretical foundation to what was proposed to be studied here. Based on some results observed in the course of this investigation, some contributions to the teaching of Geography are highlighted, while greater objective which translates the entire study developed here. In other words, and prognosticating some conclusive evidences, seven principles that guide didactic mediation toward the development of spatial thinking are presented, which are: 1) Reaffirmation of the place as mediating “agent”, which potentiates the construction of knowledge from a multiscale dimension; 2) Adequate articulation of “themes” of the place with the systematized content of Geography; 3) Formation of concepts and of geographical reasoning as a goal of the process of teaching and learning in Geography; 4) Utilization of a differentiated methodology and of other mediating agents beyond the figure of the teacher; 5)Organization of the methodological and theoretical course of Geography classes while intentional activity of the teacher; 6) Problematization as methodological course; 7) Regarding youngsters in school as part of the process of construction of knowledge.Item A geografia nos anos iniciais do ensino fundamental: entre a realidade e as possibilidades(Universidade Federal de Goiás, 2015-03-19) Bomfim, Márcia Virgínia Pinto; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Souza, Ivanilton Camilo de; Moraes, Loçandra Borges de; Bueno, Mirian Aparecida; Borba, Odiones FátimaThis research is about the teaching of Geography and integrates the Teaching and Learning Research Line in the Graduate Program in Social and Environmental Geography Studies from the Institute of Geography at the Federal University of Goiás and the Laboratory of Studies and Research in Geographical Education - LEPEG. Geography was considered and investigated as an important field of knowledge to be acquired by the child from his first formative experiences in childhood, especially from the educational processes of the early years of elementary school. The main objective was to understand and analyze the reality and the possibilities of school geography in the early years of elementary school. Those who participated in this survey were teachers in the early years of elementary school who currently teach students in the 2nd and 3rd years of a selected public school selected in the Municipal Network of the city of Barreiras, Bahia. The construction of this object of study began with, above all, the formative experiences of educators teaching Geography in a public institution of higher education in Bahia, seeking to understand, in all the training processes, how to teach and how Geography is taught in the early years of elementary school. For the production of knowledge, research was guided in a qualitative-descriptive method (LUDK; ANDRÉ, 1986; MINAYO, 2002; André, 2005), using the following data collection instruments: literature review, document analysis, open question questionnaires, thematic workshops, observation and narrative. To investigate and explain that geographical and didactic knowledge in geography should be worked in the course of study for the early years of elementary school the following were adopted as a category method: praxis, by observing relations, contradictions and form of organization following key concepts, such as geographical knowledge; the course of pedagogy and teacher training; primary education in the early years in the Municipal Network of schools in Barreiras, Bahia. It is understood that, in school, Geography, the relevant conceptual benchmark for the development of spatial reasoning depends on the theoretical and methodological principles of understanding of space. And these should be developed when selecting the content, linking them to the analytical categories of geography: space, landscape, location, territory, region, network, society and nature, it is possible to transform the geographic content in thinking tools of students for the development of spatial reasoning, Callai (1996, 2000, 2011), Cavalcanti (1998, 2008, 2005, 2012), Castellar (1999, 2009, 2010) and Libâneo (2009, 2010). Research has shown that school teaching content of Geography should be conducted in the early years of elementary school through approach that relates to society and nature in the construction and organization of space. It was possible to see that thematic blocks and Geography contents are defined in the school curriculum, covering topics related to the study of the local landscape, the experienced and perceived space, referring to the student‟s everyday experience. This study found that working with Geography in the early years of primary education points to a specific link between the school, the reality lived and the community, which gives important significance to this school subject for an education and for citizenship. The teaching of Geography is required by the SME in Barriers, with allocation of hours to this subject, and it is a confirmed reality at the school studied.Item Conhecimentos docentes dos alunos da licenciatura em geografia da Universidade Pedagógica-Maputo(Universidade Federal de Goiás, 2013-11-05) Buque, Suzete Lourenço; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Castellar, Sônia Maria Vanzella; Souza, Vanilton Camilo de; Morais, Eliana Marta Barbosa deIt is understood that the discipline of Geography has in school, in combination with other curriculum subjects, a role to play in the formation of students. For this reason, it is considered that the institutions of initial training must provide certain basic knowledge for which the future teachers can work with autonomy and make the discipline Geography significant for their students. For this to happen there is a need to adopt new didacticpedagogical practices that leverage the knowledge construction of teaching future teachers. This knowledge becomes necessarily by the capacity that the future teacher needs to have for the linkage between the knowledge of specific subjects and the pedagogical. To reflect about this the study has as theme the initial training of teachers and as object the knowledge teachers of students in the process of initial training in Degree in Geography of Pedagogical University of Mozambique. The overall objective is to understand the process of construction/mobilization of knowledge teachers of students of degree in Geography and the formative practices that potentiate. The specific are: characterize the initial training of the Degree course in Geography of the Pedagogical University of Mozambique, highlighting the components of the curriculum structure and the principles that guide ; analyze the knowledge teachers that the students in the process of initial training build/mobilize for the planning and simulation of classes in scope the discipline Pedagogical Practice II; analyze the representations that the students in the process of initial training has about the contribution of initial training for the construction of their knowledge teachers; reflect on the practices that most formative potentiate the construction of knowledge teachers of students in initial training in Geography. The approach selected is the qualitative research, the type case study. Use it if as instruments for data collection bibliographic research, documentary research, and questionnaire, observation of lessons, focal group and production of narratives. The research subjects were students of the 6th semester of the Degree course in Geography in 2012. In relation to the process of initial training and their relation with the construction of knowledge teachers, the results indicate that, in spite of the current curricular plan of the Degree course in Geography submit an intentionality to train teachers of Geography, with critical domain, articulate manner, knowledge of the components of general training, training of the specific area and educational training, point-if some difficulties of institutional framework and the teaching practice in its implementation. It was also found that the students of initial training in Geography mobilize knowledge teachers and present some evidence of knowledge of didactic content in discipline practices carried out in Pedagogical Practice in Geography II. It is considered that the teaching strategies that have contributed to the construction of knowledge teachers in the course it was a collective learning, fieldwork and metacognition. With the aim of improving the use of the strategies mentioned above, it is considered that the classrooms based on foundations of dialectic methodology constitutes a possibility. The use of this methodology in the training of teachers of geography, the faculty of the university must be aware of what the future teacher needs possess theoretical-conceptual bases of both pedagogical area regarding the Geography as a Science and, still, knowing the formative purpose of geography in school. It is important, moreover, that the faculty of the university, to teach their classes, consider the problematization of school geography and research as axes of training.Item O estágio na formação de professores e o diálogo com as teorias geográficas(Universidade Federal de Goiás, 2021-06-30) Khaoule, Anna Maria Kovacs; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Vallerius, Daniel Mallmann; Silva, Ana Cristina; Souza, Vanilton Camilo de; Bueno, Miriam Aparecida; Cavalcanti, Lana de SouzaThe Curricular Internship of training of geography teachers is a moment marked by the absence of Geography and the crowning of activities focusing on the pedagogical dimension, consisting predominantly of an instrumental orientation. It can also be analyzed as a place of distancing/rupture from the theoretical-methodological aspects of Geography and epistemological elements of this science. The thesis entitled "Internship in teacher training and dialogue with geographical theories" is a research with professors who work in the Internship of geography undergraduate courses of public universities in the State of Goiás, the Federal University of Goiás (UFG), and the State University of Goiás (UEG), in its various campuses and university units. It aimed to analyze the educational possibilities of geographical theories in the Supervised Curricular Internship of training of geography teachers. For a deepening of the Internship in this perspective, some questions are pertinent, such as: What is the place of the Internship in the training courses of geography teachers? Why consider Geography and geographical theories as nuclear knowledge in the forwarding of the Internship? What is the contribution of this science in this stage of training? To what extent do teaching situations mediated by the theoretical-conceptual thinking of Geography promote educational possibilities in the teaching stage? Due to these questions, a theoretical body was constituted that underpinning the proposal of this research, in it there are at least five theoretical dimensions that articulate in themselves. The sociology dimension of Young curriculum; the pedagogical didactic dimension based on the conception of education for the human development of Libâneo; the dimension of pedagogical psychology inspired by Marxist principles; the dimension of developmental didactics based on historical cultural theory, activity theory, and the theory of developmental teaching by Vygotsky, Leontiev, and Davydov; and the dimension of epistemology and didactics of Geography. Among the various methodological traditions of the qualitative approach in education, the type of data collection procedure selected was the interview technique. Among the different interview techniques, I used the method called "discussion group". It constituted itself as a space for collective dialogue, of the teachers participating in the research, of reconstruction of their experiences and orientations carried out in the Internship. In addition to the discussion group, I did some one-off narrative interviews. Among the variety of strategies for data analysis or interpretation, the documentary method was chosen because it allows reconstructing experiences, analyzing worldviews, and how to operate the practical actions of the participating teachers. The collected data revealed that geography, as the reference science of the course, should be ensured with its epistemological and methodological characteristics in the proposals of the Curricular Internship of training of geography teachers. By observing, understanding, and analyzing the narratives of teachers and their Internship projects, Geography manifested its strength as science, geographical theories as theoretical-methodological instruments that generate important transformations in the Internship.Item Pensamento teórico-conceitual docente sobre a geografia escolar: evidências da atuação de professores de geografia na educação básica em Goiânia/GO(Universidade Federal de Goiás, 2015-02-23) Oliveira, Karla Annyelly Teixeira de; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Straforini, Rafael; Ascenção, Valéria de Oliveira Roque; Morais, Eliana Marta Barbosa de; Souza, Vanilton Camilo dePensar teórico-conceptualmente la Geografía escolar posibilita la autoría de la práctica docente. Esta tesis trata de la relación del profesor con la Geografía en la enseñanza, que es marcada por fragilidades epistemológicas en relación a los contenidos y la didáctica de la Geografía. Tal relación se encuentra en un contexto marcado por las adversidades sociales vinculadas a la profesión, a la formación y al trabajo docente así como por formulaciones teóricas que hacen la separación pensamiento-acción docente en la elaboración de la Geografía escolar. Con vistas a la superación de esta perspectiva, están las teorías que conciben el profesor como autor de la Geografía escolar, puesto que hacen la articulación pensamiento-acción en la elaboración de este conocimiento. Desde estos referenciales, la investigación se ha orientado por los siguientes cuestionamientos: ¿Cómo los profesores hacen el desarrollo del pensamiento teórico-conceptual sobre la Geografía, aunque de las adversidades sociales? ¿Quién son estos profesores? ¿Lo que caracteriza, fundamenta y especifica sus prácticas? ¿ Cómo ellos raciocinan didácticamente no desarrollo de la Geografía escolar? ¿Y la apropiación efectiva del modo de hacer con la Geografía escolar es una posibilidad de reestructuración de sus prácticas docentes? En función de estos cuestionamientos, se ha analizado la relación de lo pensamiento teórico-conceptual con la autoría de la práctica docente, por medio del estudio de caso de la actuación de profesores de Geografía en escuelas municipales de Goiânia/GO. Para identificar y caracterizar esto pensamiento docente se ha utilizado de algunos instrumentos de investigación – cuestionarios, narrativas, entrevistas y observaciones de clases -, de las contribuciones teóricas de Lee Shulman y de Lev Vygotski, de las propuestas del IRES y teórico-critica para la enseñanza de la Geografía. Los resultados obtenidos confluyeron para la confirmación de la tesis. El perfil de los profesores investigados no ha presentado ninguna particularidad. Ellos tienen grado en Geografía, trabajan en dos turnos en una o dos instituciones, y están en diferentes fases de la profesión. La especificidad de ellos está en sus pensamientos teórico-conceptual sobre la Geografía escolar. Esto pensamiento es compuesto por un conjunto de conceptos generales de la Geografía escolar y por el razonamiento de la acción didáctica en Geografía, que tienen cómo referencia una base teórica. Por medio de este pensamiento, los profesores superan la Geografía de los libros textos, que sigue utilizando la región para estructurar y secuenciar los contenidos escolares. El razonamiento geográfico docente utilizado en la relectura de la Geografía de los libros textos es caracterizado por el uso de la concepción de regionalización por criterios, de los principios lógicos de la Geografía, del lenguaje cartográfico y de las cuestiones geográficas. Por lo tanto, el pensamiento teórico-conceptual docente posibilita la autoría de la práctica docente.Item Formadores de profissionais em Geografia e identidade(s) docente(s)(Universidade Federal de Goiás, 2016-07-07) Oliveira, Suzana Ribeiro Lima; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Bueno, Míriam Aparecida; Oliveira, Karla Annyelly Teixeira de; Souza, Vanilton Camilo de; Pinto, Suely Lima de AssisThis thesis has been introduced in thinking about the dimensions of path personal life, of formation and professional who making the teacher(s) identity(ies) of professors in Bachelor degree and Graduation in Geography, tittled: Trainers of Professionals in Geography and teacher(s) identity(ies). The teaching has been unworthy in higher teaching, according to indicate several researches, based on neoliberal theory, the practice of teacher’s activity is in low priority, because, the research, the administrative functions, have been the main activity. In front of it, it is to think that these professionals, who they don’t spend so much time doing activities of teaching, they almost don’t work with activities as a teacher do: planning classes, teaching classes, giving attention and helping the learners in their cognitives and personal difficulties, to evaluate, so: to act in a intended and effective way to the formative process of students. I have wished to know that difficulties in constitutive process this kind of few recognition can emphasize, and by the way, to understand that facilities a bigger recognition promote to the teaching labor of former teacher. In this point, the Main aim is to comprehend the linking between the professional constitutive way (together with its life’s history) and the professional practice (together with practical life), as tracing elements of shaping of identity(ies) of formers teachers of professionals (Graduation and Bachelor Degree) in Geography. Considering specific purposes of this research: To analyze the categories identity(ies) and identity(ies) teacher(s) in constitution of professor who is a former in Geography; to understand the professionals routes and their linking to the formation of identity(ies) teacher(s) of formers of professionals in Geography to think about the points that add to the making of identity(ies) of former of professionals in Geography; to construe the elements that compose the identity(ies) teacher(s) of formers of professionals in Geography and how they influence the professional action, allowing or not, the shaping of acknowledgment in Geography. Considering the proposal aims, and the teacher as a social subject and it is full of ideologically meanings, this study has how approach the qualitative investigation. The theoretic plan has developed from historical social approach, in cultural studies, in analyze of narratives, of speeches. To collect datas were used the following tools: bibliographic search, documental search, execution of narratives interviews and comments. The measurement of analyze used are the formers of professionals in Geography of four institutions in schools have been created more than 15 (fifteen) years ago and they are consolidated, they are: UFG-IESA; UFG- Jataí Regional; UEG – Unidade Anápolis; UFU. The result of this study demonstrates to a formation of identity(ies dimensions, that they have been established more in individual than collectives basis, bringing us to reflexion as it is important to re(thinking) continuously the teacher action in higher teaching in Geography, based on local features, of place, recognizing all characters into this process, the geographic study, the spatial transformation, for example, local, regional, global and recognizing the teaching as the main activity of teach in higher teachingItem Jovens migrantes na metrópole de goiânia: práticas espaciais, (re)territorializações e redes de sociabilidade(Universidade Federal de Goiás, 2013-06-26) Paula, Flávia Maria de Assis; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294This study sought to investigate the ways by which youth, given their daily dynamics, spatial practices and social networks, territorialize, identify with and take ownership of Goiânia. The main goal of our research was to analyze the territorialization of the migrant youth in metropolis of Goiânia, considering its spatiality and socio-spatial urban segregation. We also sought to characterize the socio-economic profile of our subjects and to map the major states/regions from which they migrated. In addition, we identified their daily spatial practices (work, leisure, school etc.), social networks (friends from school/church/work and family) and major factors and agents contributing or blocking the subjects’ territorialization process. We also performed a documental research to “reconstruct” Goiânia’s migration and production (occupation) process using public archives (City Hall, IBGE, etc.). We performed a review of the literature regarding the migration process as well the relevant aspects of its manifestations in the urban space. We also considered concepts and categories relevant to our research question such as youth, spatial practices, sociability, territorialization, and social-spatial segregation.The field research was done through the administration of questionnaires to public state school students, enrolled in the third year of high school. The goal was to characterize the socio-economic profile of the migrant (and non-migrant) youth to understand its spatial practices, social networks, conditions, and how these factors relate to the process of (re)territorialization in the metropolis. Based on our data analyze, we determined that our subjects, given their social condition, cannot fully benefit from what the city has to offer. This is due to the urban segregation to which they are subjected. However, they still enjoy their youth, doing what “young people do”, getting together with friends, even if these friendships are determined by their daily lives immediate space (church, school, work). Thus, the migrant youth condition and their process of territorialization will be affected by both internal and external aspects, with three distinct situations: effective, partial and restrictive. It is important to convey that is through their daily lives, relationship with spaces, the times and other subjects that the migrant youth territorialize, take ownership and (re)produce Goiânia’s urban space, in the end, transforming themselves.Item Imagens e mediações simbólicas no ensino de Geografia: a fotografia na aprendizagem da paisagem urbana(Universidade Federal de Goiás, 2020-03-13) Pires, Mateus Marchesan; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Richter, Denis; Souza, Vanilton Camilo de; Pereira, Carolina Machado Rocha Busch; Hollman, VerónicaSchool education, and particularly the teaching of Geography, has benefitted from different languages and resources for decades as aids in the teaching and learning process. Among these didactic resources are photographs. Several researches and authors attest to their potential in learning, as they can promote the reading of the world and the understanding of the geographical space. Therefore, the visual dimension is part of Geography, which uses representations to help understand spatial order, phenomena and geographical processes. Based on this interpretative horizon, this thesis sought to understand how images - as didactic resources - participate in the teaching and learning process of Geography and act in the formation of concepts and geographical thought, specifically when teaching and learning the urban landscape. The present research is configured in a qualitative approach, with methodological dimensions of action-research and collaborative. It is considered the assumptions of the historical-cultural theory, having as premise to understand the material practices of the subjects, historical beings, inserted in a cultural context, from their places, their discourses, representations and meanings. Some concepts proposed by Vigotski are detailed (such as symbolic mediation, the general genetic law of cultural development and higher psychological functions) and, also, through other collaborators who continued their work, that is, authors who perform the interpretation of his work with related perspectives. The empirical research was carried out in four schools, in two cities in the western and southwestern region of Paraná, consisting of four stages (class observations, interviews with teachers, development of a study group and discussion, implementation of a didactic course with students of the 7th grade of Elementary School). From the different instruments used (observation, field diary, interviews, image records), through the analysis and interpretation of data, the following thesis is defended: the photographic images, inserted in the educational process, are mediation resources (semiotics, didactic, cognitive) for learning. In addition to simple didactic resources, the visual means are used to enhance the teaching and learning process of Geography, capable of mobilizing cognitive operations aiming at the development of a geographical thought, with and through images. When following the implementation of the didactic path with the young schoolchildren, it was found that the images served to constitute the students' arguments, and the thought elaborated by some of them, with the mediation of the photographs, was developed through the analysis of the forms present in the image, expanding their reflection on the landscape, the urban space. It is postulated that the image offers elements that only at the moment of its reading (pause and distancing), and its analysis are perceived and questioned, residing in this exercise the action of the sign interpreter who, when reading the photograph, assigns senses / meanings and elaborates his thought.Item O ensino de Geografia sobre cidade na educação básica: conhecimentos geográficos de jovens universitários em Teresina – PI(Universidade Federal de Goiás, 2017-05-11) Portela, Mugiany Oliveira Brito; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Souza, Vanilton Camilo de; Pires, Lucineide Mendes; Straforini, Rafael; Oliveira, Suzana Ribeiro LimaThis research has as guiding principle to understand the geographical knowledge of university students, expressed in concepts about the city and the urban, as indicators of results of teaching-learning processes in basic education, especially in high school. And, more specifically: to analyze the official proposals for high school in national, state and municipal level of Teresina, as a curriculum former for the teaching of Geography; to identify the city and the urban as contents for the teaching of Geography in the contexts of the ENEM and of the didactic books of Geography for the high school; to know the socioeconomic profile of the recently admitted young university student from the UFPI-Teresina, as subjects of this research; to verify components of high school in relation to the geographic knowledge present in the understanding of university students in relation to the geographic space of the city of Teresina; And to define guiding elements of curricular guidelines for the teaching of Geography, in view of citizen practices. For this, the research used as main theoretical and methodological references Vygotsky (2000, 2007) and Cavalcanti (2005, 2008, 2012, 2014a). The work of these authors, together with other writers, contributed to the formatting and use of the following instruments: documentary research, research in the tests of ENEM, research in didactic books, questionnaire for young recently admitted, activity for the verification of scientific and everyday knowledge, as well as discussion groups; besides the analyzes which were being structured according to the collect of information. In this context, the qualitative approach was used for the analysis, following the dialectical method. The research was conducted in Teresina, Campus Minister Petrônio Portela, UFPI, in 2015 and 2016, and had as subjects the recently admitted young college student in the courses of Electrical Engineering, Bachelor of Laws, Pedagogy, Degree in Physical Education, Veterinary Medicine and Degree in Mathematics. Among the main conclusions, it was observed that the young people, although they were predominantly restricted to the empirical knowledge about the urban aspects and about the city of Teresina, they provided, at the same time, evidence of a high school which still persists in the search for positive results in tests that are used as quality national indicators. It’s the case, especially of ENEM, because this seems to be the option of the most schools in order to their students to be admitted in university. Furthermore, it was verified that a qualitative diagnosis stimulates the self evaluation of the young people and provides the necessary evidences to be able to analyze what they could internalize about the geographical knowledge during basic education, identifying, so, how was the process of teaching submitted to them.Item Ser e arquitetar com a geografia: possibilidades experimentadas na formação do arquiteto e urbanista(Universidade Federal de Goiás, 2023-01-25) Ramos, Raquel de Albuquerque Franco; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Barreira, Celene Cunha Monteiro Antunes; Richter, Denis; Oliveira, Karla Annyelly Teixeira de; Souza, Maria Ester deDeveloping projects with geographic theoretical-methodological contribution allows architects and urban planners to expand their way of conceiving spaces with autonomy/authorship using fairer, more democratic and equitable solutions socially, culturally and environmentally. The initial training of these professionals is marked by didactic-pedagogical weaknesses constituted by adversities linked to teaching practices most often based on teacher’s own convictions acquired during the performance in society; lack of theoretical-methodological problems capable of effectively assisting a projective authorship/autonomy with more justice and social relevance; as well as the lack of use of didactic tools that support a formative path that is able to broaden the analysis of the various spatial dimensions. In view of this fragility, this thesis deals with possibilities of initial training based on didactic theories capable of articulating thought and action in the construction of knowledge through Geography. For that end, the research was directed by questions such as: How is the practical process of architectural project conception affected in the face of adversities arising from its teaching? Does the curricular structure envisaged for the training of Architects and Urban Planners allow an understanding of Geography that leads to a broader spatial analysis? How could the theoretical-methodological bases of Geography be applied during the architectural project conception in order to allow critical reflection by its academic peers? In what way is geographic thinking able to assist in the formation of architects and urban planners to achieve authoral/autonomous project solutions and with spatial justice? Would geographic science articulated with architectural science be able to change the ways of seeing and being of these subjects in the urban space? From these questions, the analysis of methodologies for the development of geographic thinking to be applied to the process of elaborating projects by architects and urbanists in formation, in the 8th period at Instituição de Ensino Superior (IES) Uni-GOIÁS, was carried out through the elaboration of a didactic path and critical analysis of the school's urban spaces and a park. The methodology used was based on the contributions of Cavalcanti (2014, 2019) with contributions from Vygotsky (2001) and other authors, through a qualitative action-research that made use of research instruments such as class observations, questionnaires, rounds of conversation and interviews. The results of the research exceeded what was expected since the didactic approach adopted was able to help the conduction of the process of architectural project elaboration by the students in a critical way, with well-defined and well-connected phases in order to solve a common problem. The experiences that were provided during the process of architectural project elaboration were effective in demonstrating that the path to a professional performance with autonomy and authorship requires a dimensional understanding of space: the lived, the perceived and the conceived. This approach can be better conducted by including a critical analysis framework of spaces leading to a project synthesis with greater meaning for the various subjects who use urban spaces. Self-discovery during the process was for the students the safe way to achieve fair, democratic and equitable propositions. It was observed the adoption of a critical posture of the teaching practice better committed with citizen education to young architects and urban planners. Therefore, indeed the application of geographic thinking during the process of elaboration of projects by architects and urban planners in formation is capable of leading to an autonomous/authorial posture in the formulation of spatially fair solutions, influencing both the critical posture of the student and the teacher's performance.Item O professor de Geografia do ensino médio, orientações curriculares recentes e os conteúdos relacionados à geopolítica(Universidade Federal de Goiás, 2021-03-30) Santos, Leovan Alves dos; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Souza, Vanilton Camilo de; Bueno, Miriam Aparecida; Pires, Lucineide Mendes; Stefenon, Daniel LuizTeaching is an important aspect to be considered in the professional development process. The teaching action requires knowledge of the teacher and multiple conditions for its exercise, constantly marked by change and movement. The focus of this investigation is on the action of the Geography teacher in his context of acting in the school. Starting from this interpretative horizon, in this thesis, we sought to analyze the relationship between teaching work and the School Geography curriculum in high school as an expression of the relationships established between external curricular prescriptions / orientations and the theoretical-methodological conceptions of the teacher. In order to understand these changes in the Geography teacher's practice, a parallel was established with different curricular proposals that occurred in Brazil and in Goiás in the last 20 years. In this interval, the curriculum was frequently presented as one of the central themes of the political agenda, encompassing a series of subjects who are often distant from the school context. The present investigation is configured in a collaborative research and was developed from some questions: How does the teacher relate to the curriculum? How does the teacher understand and reflect on him, as an official document that limits and sometimes hinders his work in the classroom? How can the teacher print autonomous proposals in the development of geographic content? In order to seek answers to these questions, an approach was established with high school Geography teachers through the institution of a training group - the GDG, in order to accompany some work development with the curriculum that revealed and evidenced such relations. The empirical research was carried out with five high school Geography teachers in Goiás, in two cities, and was divided into two stages (interviews with teachers and development of a discussion group). Based on the studies carried out, the critical reading of the curricular documents and through the different instruments used (observation, interviews, construction of Content Maps) and subsequent analysis and interpretation of the data, the following thesis is defended: the Geography teacher , when working on content related to geopolitics, he makes an amalgam between the prescriptions / curricular guidelines and his theoretical-methodological conceptions for the development of his classes in high school. Within the curricular propositions, the most recent proposal, BNCCEM, was emphasized in the work, highlighting the need for the professor to monitor what is happening in the curriculum, contributing to the development of the curriculum and analyzing its feasibility in its professional practice. It was noticed that, in situations of not understanding the proposal and adhering to the prescribed curriculum without a critical reading, what occurs or may occur is an amalgamation that cripples the curricular proposal developed with School Geography. In this understanding, when the teacher does not perform the amalgam in a conscious and authorial way, he ends up mutilating the curricular proposal developed with the Geography that he wants to work and teach at school. On the other hand, the more the teacher knows the curriculum, the more chances he has of appropriating and doing autonomous and authorial work guided by that curriculum. Thus, it is necessary to consider that, between the proposals for changes and the practices already established and consolidated, the relationships are not direct and depend on a variety of factors, among which, among them, is the active participation of teachers in the curriculum development process.Item Espaço e música: análise das práticas socioespaciais a partir do tecnobrega e melody na dinâmica urbana de Macapá- AP(Universidade Federal de Goiás, 2019-12-05) Silva, Adriana Tenório da; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Souza, Vanilton Camilo de; Oliveira, Karla Annyelly Teixeira de; Barreira, Celene Cunha Monteiro Antunes; Brito, Daguinete Maria ChavesThe main objective of this work was to analyze the spatial practices around the tacky tecnobrega and melody styles in the city of Macapá, considering their inscription in the urban dynamics of the city. In particular, we sought to understand the socio-spatial formation of Macapá, aiming to apprehend the urban and population transformations experienced in the city; analyze the parties and the actions of melody teams in the urban space of the city, seeking to investigate their forms, meanings and constituent elements; understand; to point out the relationships between spatial practices and the constitutive elements of urban space such as the urban economy, forms of solidarity and urban dynamics. To this end, field research was conducted to collect data using observation and semi-structured interview techniques, as well as bibliographic research and secondary data sources such as IBGE and Development Atlas data. The result of data collection is arranged throughout the work in tables, graphs and charts in order to inform about the answers obtained. Throughout the work we tried to demonstrate that the spatial practices around the tecnobrega and melody styles present insertions in the urban dynamics of the city from the development of the party circuit, the structuring of solidarity, the constitution of a space of sociability and the formation of identity and belonging relationships.Item A geografia do espaço escolar: jovem-aluno, práticas espaciais e aprendizagem geográfica(Universidade Federal de Goiás, 2016-05-04) Silva, Alexsander Batista e; Nunes, Sérgio Claudino Loureiro; http://lattes.cnpq.br/8727109556137218; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Leite, Cristina Maria Costa; Oliveira, Karla Annyelly Teixeira de; Barreira, Celene Cunha M. Antunes; Chaveiro, Eguimar FelícioLas dificultades, problemas y adversidades que afectan a la escuela pública brasileña actual son muy visibles. Las condiciones de trabajo puestas a los docentes en esas instituciones de enseñanza, principalmente las estatales y municipales, son, en su mayoría, poco satisfactorias. En ese contexto, es importante comprender la manera como ocurre la producción del espacio escolar. Descuidar ese aspecto, sin embargo, puede representar un retroceso en su proceso de transformación. En otras palabras: ¿cómo transformar la escuela si no conocemos los procesos que la urden? Ante ese contexto, nuestro objetivo central con ese estudio ha sido el de comprender la geografía del espacio escolar a partir de las prácticas espaciales diarias de los jóvenes que lo producen y evidenciar, en esa espacialidad, elementos que contribuyan con el aprendizaje geográfico. Los procedimientos metodológicos se basaron en la investigación bibliográfica, investigación documental y trabajos de campo. Asimismo, realizamos recolección de datos, observación y registro fotográfico de diferentes espacios escolares, aplicación de cuestionarios, rondas de charla con jóvenes-alumnos y realización de entrevistas con profesores y coordinadores de las escuelas en las cuales se hizo la investigación. Establecemos como recorte para obtención de datos directos tres escuelas públicas de la Red Pública Estatal de Goiás. La primera se ubica en la Región Metropolitana de Goiânia (RMG), en Aparecida de Goiânia, la segunda en Jataí (GO) y la tercera en Cidade de Goiás. La producción del espacio fue discutida teniendo em cuenta sus dimensiones absoluta, relativa y relacional (HARVEY, 2012), y a partir de lo que Lefefbvre (2006) define como espacio concebido, percibido y vivido. La relación dialéctica de sujetos sociales y espacio hace que ambos sean productos y productores a la vez. El sujeto, en la producción y reproducción de la vida, produce espacio. De igual manera, el espacio, al ser producido, también influye en la formación del sujeto. Conocer el espacio escolar, en ese sentido, permite conocer los sujetos que actúan en la producción, especialmente estudiantes, profesores y gestores. El conocimiento proveído de la producción de ese espacio puede ser utilizado en el ámbito de la formación docente, así como en el proceso de enseñanza-aprendizaje en la escuela, posibilitando al joven-alumno el dialogo y la compresión de espacialidad cercana a él. Por ende, como dijo Lefebvre (2006), la transformación social solamente se efectiva cuando alcanza el espacio y cuando éste es transformado. De igual manera, si anhelamos otra escuela, debemos producirnos otro espacio escolar.Item Culturas geográficas de alunos-jovens: uma referência para a formação de professores de Geografia(Universidade Federal de Goiás, 2013-09-30) Silva, Lucineide Mendes Pires e; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Turra Neto, Nécio; Callai, Helena Copetti; Souza, Vanilton Camilo de; Morais, Eliana Marta Barbosa deResumen: esta pesquisa tiene por objetivo analizar cómo han sido formados los profesores de Geografía del interior del estado de Goiás, considerando las demandas de alumnos-jóvenes con una cultura específica, con referencias de lo global y lo local. En particular, se busca diagnosticar el proceso de instalación y de “invasión” de los cursos de formación de profesores de Geografía de la UEG y de la UFG, en las ciudades del interior de Goiás, y su interferencia en la cultura local (articulada con lo global) por medio de la formación de los alumnos-jóvenes; trazar el perfil de los alumnos-jóvenes que ingresan a los cursos de Licenciatura en Geografía de la Universidad del Estado de Goiás (UEG) y de la Universidad Federal de Goiás (UFG); identificar las prácticas espaciales cotidianas de los alumnos-jóvenes establecidas en el lugar y con el lugar (como plano de lo vivido) y su interferencia en el proceso formativo de esos sujetos y vice-versa; apuntar necesidades y posibilidades de incluir, en el currículum formal y en el currículum practicado de los cursos de licenciatura en Geografía, elementos del lugar de vivencia (una correlación con lo global) de los alumnos-jóvenes para fomentar una formación profesional significativa y de calidad. Por eso, fue realizada la recolección de informaciones en tiempos-espacios distintos y con alumnos jóvenes-diferentes, recurriéndose a diversas técnicas de investigación: pesquisa bibliográfica, investigación documental, cuestionario, narrativas, grupos de discusión y entrevistas. La investigación es de naturaleza cualitativa, pero no sin el uso de datos cuantitativos, ya que gracias a abundancia de informaciones recolectadas, había la necesidad de, en algunos momentos, sintetizarlas en cuadros y codificarlas en números (brutos, porcentajes), que son presentados bajo la forma de tablas y gráficos. En lo que se refiere a la dimensión teórico-metodológica de la investigación, esta se fundamenta en la dialéctica y se apoya en el aporte vigotskiano como principio básico para el análisis e interpretación de los resultados. A lo largo de la investigación, se procuró demostrar que uno de los caminos posibles para potencializar la formación inicial de profesores de Geografía y para tornarla significativa para los alumnos en formación es incluir la cultura geográfica de los alumnos-jóvenes como eje común a las disciplinas de todo el curso, como mediación de los conceptos y los contenidos geográficos trabajados en la sala de aula.Item Violência, espacialidade escolar e geografia: fundamentos teóricos para a prática docente(Universidade Federal de Goiás, 2021-06-11) Silva, Magno Emerson Barbosa da; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Richter, Denis; Chaveiro, Eguimar Felício; Gomes, Marquiana de Freitas Vilas Boas; González Luna, FabiánThis thesis aimed to evaluate how the violence phenomenon impacts the school space as a strategic factor to think about the school's spatiality towards the multiple expressions of violence. For this, violence is analyzed as a complex phenomenon, which manifests itself under three essential perspectives: direct, structural, and symbolic. Based on these perspectives, which were verified in dialectical processes, the thesis is also built from theoretical referentials and data collecting techniques, through which was possible to observe that the expressions of violence operate devices capable of altering the material and immaterial order in the school space and in the city. With these references, the socio-spatial consequences of violence are investigated, with the spatial cutout of public schools in the city of Goiânia/GO. In regard to the theoretical-methodological approach, the research is divided into three axes. The first axis refers to the bibliographic search for concepts of violence, aiming the problematization and adaptation of scientific debates to the investigated reality; and the analysis of institutional documents that deal with cases of violence at school. The second axis has in the spatial practices of the research, the possibilities to collect data and to establish contact with the investigated subjects. For this reason, it gathers observations at schools and interviews realized with Geography teachers from these institutions, in order to systematize aspects associated with violence and its impacts on the morphological dimensions of the landscape, in the speeches of violence, and in the school institutionality. The third axis focuses on the synthesis of the dynamics of violence in school spatiality, aiming at the forms and representations of violence in the pedagogical conception of the Geography teacher, in the youthful corporeality, and in the school's relationship with the city as interdependent realities. The analytical dimension of the work aims to unveil the spatial dynamics of violence from the exercise of geographically thinking the reality of school subjects. At this point, it is understood that the development of the geographical knowledge of violence is a fundamental aspect to be considered in teaching practice and in decision-making in the school context, because that way, it is possible to think about the multiscaling of the violence phenomenon, in its micro and macro scales, which specifically cross the quotidian life of each subject that comprise the school dynamics, according to the social markers of class, race, gender, geographic location. The product of this relationship is a sensitive approach to the violence symptoms in the corporeity of young schoolchildren and their needs derived from the objective conditions of life-based on precarious processes, which becomes a relevant knowledge for the teacher's spatial practices in the face of challenges of violence in the school's spatiality.Item A identidade profissional cidadã e o estágio supervisionado de professores de geografia(Universidade Federal de Goiás, 2017-05-29) Vallerius, Daniel Mallmann; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti , Lana de Souza; Richter, Denis; Souza, Vanilton Camilo de; Perez, Francisco Florentino Garcia; Pereira, Carolina Machado Rocha BuschThis research intends to reflect about the process of delineating the professional identity of students from the supervised curricular internship of the Geography degree, and the elements that allow this identity to be conceived as a professional identity that has a citizen dimension. We have as a premise to be confirmed that the period of the supervised internship is fundamental for the delineation of a teaching identity, and that, if well oriented, grounded and practiced, it is a unique opportunity for the affirmation of a professional identity engaged with citizenship. Therefore, some glances are devoted to the discussions about Identity and Citizenship, as well as, discussing aspects related to the central theme, such as the current work perspectives and the formation of geography teacher in the contemporary world. Our research is based on undergraduate students from the Geography degree of three diferente Brazilian Federal Universities - Federal University of Rio Grande do Sul (Porto Alegre / RS), the University of Brasília (Brasília / DF) and the Federal University of Pará (Altamira / PA) ) - who performed their respective supervised curricular teaching internships. It is reiterate that the supervised internships, besides being one of the elements of the study object inquestion, deserve our attention because we consider a key moment in the delineation of ones possible identity(s). Our theoretical framework presents authors who dialogue with cultural studies from the perspective of critical and post-critical theories, also evoking researchers dedicated to the Geography Teaching and Citizenship Education. On the other hand, the research is based on the precepts of a qualitative research, adopting semi-structured questionnaires, individual interviews and focus groups as methodological tools. These tools were used in two different moments: at the beginning of the first teaching internship and near the end of the last teaching internship of our participants. The data are analyzed under the bias of the identities positions of the students, demonstrated during this period of formation and experimentation, seeking reflection on their citizenships potential. Finally, we present our contributions to the dialogue with the category "Professional Citizenship Identity" and suggest some positions and attitudes for Geography teachers, in a perspective to think about possible delineations of a professional teaching identity with a citizenship dimension. The research ponder the Geography professor can delineate a citizen dimension in their professional identity and supervised curricular internship it’s an enhancing moment in this process.