IESA - Instituto de Estudos Socioambientais

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O ensino de geografia e o novo ensino médio: o mapa mental como possibilidade na construção do pensamento geográfico
(Universidade Federal de Goiás, 2023-12-20) Almeida, Rosilene Martins de; Bueno, Miriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Miriam Aparecida; Richter, Denis; Santos, Nicali Bleyer Ferreira dos
This research was carried out at a time of great uncertainty and anguish for all teachers of basic education in Brazil: the implementation of the new secondary education system. In order to better understand the issues that permeate such implementation, specifically with regard to the teaching of Geography, the general objective that guided the entire investigation was to analyze the role of cartographic language, through the elaboration of mental maps by 2nd grade high school students, for the construction of geographic thinking in relation to the teaching of cities. To this end, the investigation was methodologically based on a qualitative approach and, as it required the researcher to be inserted into the school environment, specifically in a public school located in the city of Palmeiras de Goiás/GO, it was necessary to adopt participant research as a research technique. From this perspective, three methodological procedures were adopted: 1) Bibliographic review - with the aim of delving deeper into discussions related to geographical thinking and cartographic language and how both, if related, can contribute to meaningful geographical learning; 2) Analysis of the National Common Curriculum Base (BNCC) - with the aim of investigating how the new High School is structured and how the contents related to Geography and, more specifically, cartographic language are presented; 3) Pedagogical workshop - in order to provide the students taking part in the research with the conditions to draw up mental maps of the routes they take between their homes and school, specifically the training itinerary called MatematiCidades. The intention to contribute to the construction of the students' geographical thinking, using cartographic language to do so, became extremely important, since it is through the act of thinking geographically about the relationships established in space, be they between the subjects themselves and/or between the subjects and the spatial elements, that the subjects can reflect their own realities and, from there, transform them. As cartography is an important tool for representing space - and its spatialities - it becomes essential in this process of building geographical thinking, because it gives subjects the power to reflect on their perceptions, in other words, to map space. Based on the results obtained, it is possible to state that, despite the fact that the new secondary education system has "inconsistencies", be they pedagogical or structural, which in turn cause difficulties not only for students but also for educators, it is possible, with a certain amount of effort on the part of the teacher, to lead students to grasp the geographical content and, based on interdisciplinarity - which is a proposal of the BNCC - they can build geographical thinking, based on cartographic language, capable of conceptualizing reality, in other words, representing and reflecting on it, in order to transform it according to the needs that arise, becoming conscious and committed citizens.
A representatividade da mulher nos livros didáticos de geografia e documentos curriculares oficiais
(Universidade Federal de Goiás, 2023-10-31) Campos, Mariana Brockes Campos; Bueno, Miriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Miriam Aparecida; Silva, Joseli Maria; Alves, Adriana Olívia
The gender discussion is current and very relevant to society, geography and teaching. When thinking about this, the present dissertation aims to understand the different forms of representation of women in Geography textbooks for Elementary School - final years, approved by the last PNLD public notice and in the curricular documents that involve textbooks and educational education. geographic. As the specific objectives, identify the gender approaches that govern education (the LDB, BNCC and PNLD) and imply the textbook; understand the instituting elements of the representation of women in the contents of textbooks and develop proposals for subverting the gender order found in textbooks. Considering that textbooks carry great educational value for Brazilian education because they are widely distributed to schools throughout Brazil, understanding how they represent women is understanding which ideas tend to be perpetuated by education. Therefore, the collection most distributed by the 2020 PNLD was analyzed qualitatively and quantitatively, with the intention of understanding if and how women are represented. It was found that women have a smaller number of representations in the images of textbooks. Only about 20% of all images are female representations. The representations of females regarding the content are also not sufficient for us to consider that they seek to promote gender equality. It was noticed that women tend to occupy the same type of space, which is culturally devalued, such as rural, craft, family, basic industries and with little protagonism. It was found that educational curriculum documents are also scarce when it comes to female representation, mentioning gender issues a few times and comparatively, between documents over the years, gender issues have suffered many deletions in terms of gender equality, therefore, thus aligning with the lack of promotion of gender equality in Geography textbooks. It is expected that this research can contribute to a construction of a more critical analysis at Geography, textbooks and curriculum, from a gender perspective.
Os mapas nas aulas de geografia: possibilidades e encaminhamentos didáticos no estudo dos fluxos populacionais
(Universidade Federal de Goiás, 2022-12-09) Queiroz, Aliny Ferreira; Bueno, Miriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Miriam Aparecida; Richter, Denis; Oliveira, Lidiane Bezerra
This research aims to understand how the cartographic language enhances the teaching of migrationrelated content. Therefore, it was necessary to discuss the importance of Cartography for Geographic Education, as well as to reflect on the contribution of maps and graphs to the understanding of population flows in Brazilian territory. The means of investigation comprised the bibliographic research, supported by several authors, who discuss the teaching of Geography and School Cartography, with emphasis on cartographic language, which was the main guiding axis of the research. There was also the systematization of a field research in a school of the State Education Network of Goiás, from the elaboration and application of a sequence of didactic activities that explore the language of maps and graphics to discuss the migratory issues consolidated in the geographic space. . Therefore, this study presents itself as a possibility to carry out a school work that provides an opportunity to understand and problematize the spatialization of migratory phenomena. This aspect can be evidenced in the analysis of the results of the field research, which reveals that the students were able to understand and discuss the content materialized in the map. Aware of this, we highlight the importance of a teaching proposal that explores the cartographic language, which understands that maps are means of communication that transmit geographic information that must be investigated in the classroom.
A cartografia escolar na educação de jovens e adultos: uma experiência com a prática docente em geografia
(Universidade Federal de Goiás, 2014-04-09) Rezende, Caroline Geraldini Ferreira; Bueno, Miriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Miriam Aparecida; Machado, Maria Margarida; Santos, Enio José Serra
Esta investigación analizó la acción mediadora de la Cartografía en el proceso de enseñanzaaprendizaje de EJA posibilitando, consecuentemente, la formación continuada de profesores de Geografía de esta modalidad de enseñanza. La investigación fue desarrollada junto a uno profesor de la Tercera Etapa (Enseñanza Media) en una unidad de la Red Estatal de Educación, que ofrece Educación de Jóvenes y Adultos (EJA), en el municipio de Goiânia, Goiás. La formación inicial del graduando en Geografía viene posibilitando la comprensión de las necesidades del alumno de enseñanza regular, quedando, de cierta forma, olvidado el alumno de Educación de Jóvenes y Adultos. La EJA es compuesta por un público que requiere un tratamiento diferenciado y muchas veces los profesionales de la educación que actúan en esta modalidad no comprenden y/o no son preparados para enfrentar esta realidad. Ante estos hechos, algunos cuestionamientos fueron levantados especialmente en lo que dice respeto a la capacidad mediadora de la Cartografía en la construcción de los conocimientos geográficos. Utilizando-se de una metodología cualitativa a través de investigación participante, utilizamos técnicas de investigación que priman por la relación entre la teoría y la práctica, buscando una interacción dialéctica en la perspectiva de la praxis. Analizamos el papel de la Geografía Escolar y de la Cartografía en la formación de los alumnos de la modalidad EJA y en la formación continuada del profesor, pues creemos que la construcción del conocimiento geográfico y cartográfico puede contribuir en la mejoría del proceso de enseñanza-aprendizaje de la EJA, posibilitando una mejor interpretación de la realidad. De ese modo, presentamos una propuesta de aproximación entre los conocimientos científicos y los conocimientos ya adquiridos por los alumnos en su vida cotidiana, a través de una mediación cartográfica planteada juntamente con el profesor de Geografía de la EJA.
Atlas para ensinar e aprender Geografia: o que faz deles escolares na construção do raciocínio geográfico
(Universidade Federal de Goiás, 2018-09-21) Rodrigues, Ícaro Felipe Soares; Bueno, Miriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Miriam Aparecida; Richter, Denis; Castrogiovanni, Antonio Carlos
In the publishing market there is a considerable diversity of didactic material elaborated to foment and promote the learning of Geography in the school. Among the productions, the geographic atlas is the central object of this research. We have as main objective to analyze in what way the elements that qualify a geographical atlas school aid in the construction of the geographic reasoning. For this, this work has as central problem to investigate: what elements qualify the geographical atlas as school and what role should it assume in the process of construction of geographic knowledge? We start, therefore, we understand how one of the ways to qualify it as a school unfolds from the role that it exercises in the process of learning construction. The research, of a qualitative nature, was made through a bibliographical review, by collecting data from atlas productions, conducting a semi-structured interview and analyzing four selected atlases. Throughout the research we try to demonstrate that the atlas as a school is not only determined by intention, but mainly by the capacity to construct a geographic reasoning, understanding it as a didactic material that responds to the objectives of the School Geography by the formative role that it plays.
O movimento escoteiro e as contribuições da educação não formal para o ensino de geografia e cartografia
(Universidade Federal de Goiás, 2014-08-29) Sabota, Heitor Silva; Bueno, Miriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Miriam Aparecida; Pereira, Carolina Machado Rocha Busch; Richter, Denis; Oliveira, Ivanilton José de
This paper refers to the contributions and colaborations of non-formal education to the formal knowlodge of Geography and Cartography. For that, it was realized a Participant research in Scouting and in the State Public Education. This investigation ocurred between 2012 and 2013, in Goiânia-GO, at Escoteiro Goias group and at Carlos Alberto de Deus State College. The research discuss how the adoption of methodologies, which involves the apprentice's routine, affects directly the process of construction of the cartography and geography knowledge. The gold of the paper was investigate the contributions of the scouting to the Geography knowledge using teaching strategies used by the movement, turned to the understanding of the physical space and the Cartographic language. To accomplish that gold, it was analyzed: the history of scouting, the theoretic grounding of the project and of the educated method of this institution and the education practices that were done. After those steps,it was also made a didactic intervention in the formal teaching, starting from the observation and systematization of three scouting activities that presented significant efficiency in the mediation of topics and Geographic and Cartographic's definitions. After the pedagogical practice, we could see the well results of the students, where the ones who participated on the research could build and relate the knowledge learned with the routine practice.
O que os olhos não veem a linguagem esclarece: contribuição da mediação semiótica à elaboração do raciocínio geográfico pelo aluno com cegueira congênita
(Universidade Federal de Goiás, 2019-03-21) Silva, Flávia Gabriela Domingos; Souza, Vanilton Camilo de; http://lattes.cnpq.br/1374656969635983; Bueno, Miriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Miriam Aparecida; Sena, Carla Cristina Reinaldo Gimenes de; Richter, Denis; Cavalcanti, Lana de Souza; Silva, Leosmar Aparecido da
The geographic space is a social construction and its (re)production movement involves different dimensions (economic, political, cultural, environmental, etc.). Although the subjects participate in this process, understanding it is not an automatic and simple activity, demanding the mobilization of reasoning and thoughts truly geographic. When pondering the cognitive activities elaborated in/by Geography, it is necessary to investigate which sign systems enable such elaborations, that is, which semiotic mediations involved in the development of thoughts and geographic reasonings. Highlighting these latter, besides the mediator languages, they also include in their compositions the theoretical-methodological construct of Geography, knowledge of correlated sciences, everyday knowledge and the spatial thinking. It is known that the visual informations are very relevant for the analysis and geographical understandings, being the vision the most used perceptual system. Therefore, it is necessary to investigate the elaboration of geographic reasoning by students with congenital blindness, as well as ways of mediating, in a didactic way, such elaborations. This proposition is justified because although blindness restricts, considerably, perception, understanding and spatial appropriation, what Vygotsky (1997) calls spatial impotence, does not preclude the cognitive development of subjects who have their higher psychological functions preserved. In this context, the general objective of this thesis is to analyze the process of elaboration of geographical reasoning by the student with congenital blindness, starting from the articulation between dimensions of the concept of place, mediated semiotically, and spatial thinking, all of which are within the scope of didactic mediation. The place as one of the key concepts of Geography conjugate the materials, affectives and multiple scales dimensions, from which we argue that this concept contributes significantly to the sociopsychological compensation of spatial impotence. For that, a qualitative research was developed, in the participant research modality, which predicted the articulation between the bibliographical and field research, being the latter composed by: observation, field diary, semi-structured interview and didactic sequence accomplishment. The Brazilian Center for Rehabilitation and Support for the Visually Impaired(CEBRAV) was established as the research field, in which all stages of the investigation were developed with three students with congenital blindness. It was possible to verify that the semiotic mediation of the dimensions of the concept of place, based on the content of use and occupation of the urban ground, together with the elements of spatial thinking enabled the development of different geographic reasoning by the subjects involved. It can be affirmed, therefore, that Geography offers a great contribution to the sociopsychological compensation of space impotence.
Formação continuada de professores de geografia no contexto da Educação de Adolescentes, Jovens e Adultos (EAJA) Goiânia: contribuições para a materialização curricular
(Universidade Federal de Goiás, 2024-02-05) Silva, Marcos Pedro da; Bueno, Miriam Aparecida; Bueno, Miriam Aparecida; Santos, Ênio José Serra dos; Spironello, Rosângela Lurdes; Cavalcanti, Lana de Souza; Souza, Vanilton Camilo de
This research investigates the Continuing Training of Geography Teachers (FCPG) within the scope of Adolescent, Young and Adult Education (EAJA) in the Municipal Education Network (RME) of Goiânia. Therefore, it is based on the hypothesis that this training cannot meet the training demands of teachers in the context of the Geography curriculum at EAJA, from the perspective of dialogue with scientific knowledge, and it is therefore necessary to advance with regard to curricular materialization. In its basic premise, the research is justified by its scientific relevance, in the sense of contributing to the educational community and by the passion of the researcher, Geography professor, for the EAJA modality. To carry out this investigation, the general objective is to analyze the contributions of the RME/Goiânia Training, offered to Geography teachers at EAJA, considering the construction of the curriculum of this component. Thus, the paths taken to implement it were: 1) know the theoreticalmethodological approach and the curricular perspective that support the FCPG at EAJA; 2) investigate the theoretical contributions and the context of Continuing Teacher Training from the Goiânia Network in the organization and development of the pedagogical work of Geography teachers; 3) evaluate the scientific knowledge included in the curricular dimension of Geography from the perspective of the materialization and training demands of Geography teachers; and 4) develop guidelines that meet the needs and propositions highlighted by Geography teachers for continued training in their pedagogical practices. The theoretical and methodological framework that supports this research is based on: Vygotsky (1984; 1987), Freire (1979, 1980, 1986, 2001, 2003, 2004), Saviani (2013), Libâneo (2012, 2013), Gadotti ( 2007), Cavalcanti (2002, 2014, 2019), Santos (1978, 1996, 2014), Portugal et al. (2016), Kimura (2008), Oliveira (2010), Bento and Oliveira (2012), Castrogiovanni (2009), Pontuschka et al. (2009), Martins et al. (2019), Zanette (2017), Marconi and Lakatos (2003), Gil (2008), Minayo (1994), Diniz-Pereira (2011), among several other authors who discuss the topic, understand the human being as a social subject , historically constituted, and who understand reality as a process of action-reflection-action of quality education for the social transformation of subjects. Several legal documents were also used that guide and support the topic in Brazil and in the municipality of Goiânia-GO. The thesis has a qualitative approach and is based on dialectical historical materialism which, according to Frigotto (1989), makes it possible to examine objects and phenomena in process, based on their movement and development. As a procedural typology, descriptive and exploratory field research is presented and, furthermore, bibliographical and documentary research is used for description and analysis. The instruments chosen to generate the data were strategically designed to find ways to reveal the object under study. Professionals with a degree in Geography are invited to participate in the interviews from a sampling point of view and the census nature of the research. The discussion of theoretical-methodological concepts and the organization of the curriculum presented in the Pedagogical Political Proposal (PPP) of the modality prevails, in a broad sense, but without contemplating or addressing specific issues of each curricular component from the perspective of theoretical and methodological dialogue with knowledge scientists in Geography Teaching. Next, analyzes of the data found with the participation of professionals with a degree in Geography and who work at EAJA/EJA are presented, with the aim of understanding their trajectories, actions and experiences in the FCP dimension of the Network. Based on the analyses, the conclusion comes with the suggestion of a training and performance plan for guidance and contribution to the Continuing Training of Geography Teachers (FCPG), in order to add values and concepts used in the component, in proposing a quality education for the EAJA/EJA modality, which has meaning and significance for the materialization of the Geography curriculum. The thesis highlights the importance of teacher training to implement the Geography curriculum in Youth and Adult Education (EAJA/EJA), promoting a critical and interdisciplinary educational approach

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