Programa de Pós-graduação em Geografia
URI Permanente desta comunidade
Navegar
Navegando Programa de Pós-graduação em Geografia por Por Unidade Acadêmica "Instituto de Estudos Socioambientais - IESA (RMG)"
Agora exibindo 1 - 20 de 20
Resultados por página
Opções de Ordenação
Item 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 dosThis 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.Item Os riscos tecnológicos na sociedade de risco: possíveis danos da poluição eletromagnética à saúde humana(Universidade Federal de Goiás, 2023-12-12) Alves, Mônica Oliveira; Barros, Juliana Ramalho; http://lattes.cnpq.br/3897963687114981; Barros, Juliana Ramalho; Leite, Marcos Esdras; Lima, Cláudia Valéria de; Chaveiro, Eguimar Felício; Santos, Nicali Bleyer Ferreira dosThe technological advancement experienced from the mid-20th century onwards has brought about a series of transformations in modern society. This applies both in terms of the benefits and conveniences offered by new technologies and the potential health risks, such as electromagnetic pollution, generated by products and infrastructures designed to meet the needs of urban populations. Globally, there is a growing public and regulatory concern about the impacts on human health due to exposure to risks generated by high-voltage power transmission lines in urban areas. In this context, there is a noticeable need to investigate this issue in Brazil, where cities, both medium and large, have experienced rapid and unplanned population growth, leading many people to reside near these infrastructures. Therefore, the main objective of this study is to analyze the issues related to the health risks generated by exposure to electromagnetic radiation from high-voltage power transmission lines in the urban space of Montes Claros/MG. The chosen location for the investigation was the city of Montes Claros, located in the north of Minas Gerais, where various population groups were observed inhabiting areas considered exposed to electromagnetic pollution generated by the mentioned sources. The methodological procedures involved literature and documentary research, mapping of areas exposed to risk, and surveys with the general population, particularly those residing in one of the risk areas in the city of Montes Claros. The results obtained demonstrated that there are various population groups residing in risk areas in the city, often in locations where occupation occurred irregularly, such as in the servitude zones of high-voltage lines, accentuating social exclusion and socio-spatial segregation in Montes Claros. It was also noted that the population has limited awareness of the risks they are exposed to, hindering the search for strategies and actions by civil society to mitigate the problem. Given the identified issues, it is suggested that further studies be conducted, and precautionary measures be implemented regarding these risks. This should involve the participation of public and private entities, the scientific community, and the general public, promoting a democratic risk management approach in Montes Claros and other urban centers in Brazil.Item Cidadania, segregação e desigualdades sociais: desafios e possibilidades da Geografia escolar em bairros periféricos da cidade de Goiânia-GO(Universidade Federal de Goiás, 2017-09-20) Araújo, Manoel Victor Peres; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Alves, Adriana Olívia; Paula, Flávia Maria de AssisEsta investigación tiene por objetivo comprender cómo el concepto de segregación socioespacial es, y por ser trabajado en la enseñanza de Geografía en jóvenes con jóvenes alumnos en una escuela pública en la periferia de la ciudad de Goiânia. La segregación socioespacial es un proceso que fragmenta las clases sociales en espacios distintos de la ciudad. En ese sentido, el cotidiano de las personas que habitan esos lugares está marcado por la inseguridad, la violencia, las viviendas precarias, la falta de infraestructura y el acceso a los servicios básicos y al ocio. Esos aspectos son motivaciones para pensar en cómo la enseñanza de Geografía puede colaborar para el estudio y la problematización de esa temática prosiguiendo hacia la ciudadanía. Para la realización de la referida investigación, se optó por una metodología cualitativa con delineamiento para el estudio de caso. En este sentido, se hizo el análisis de los documentos que estructuran los contenidos de la Geografía en la Enseñanza Media, destacando así las habilidades y competencias propuestas por esos documentos visando las posibilidades de trabajar ese el concepto en la Educación Básica. La investigación de campo se dio en una escuela pública de Goiânia ubicada en un área segregada. Se estableció como criterio para la elección de las escuelas, la alta incidencia de densidad demográfica, baja escolarización y renta. La investigación de campo en la escuela fue compuesta inicialmente por la observación de las clases en las clases del 2 ° y del 3 ° año de la enseñanza media como objetivo de verificar cómo los docentes encaminaban el proceso de enseñanza y aprendizaje y un posible abordaje de la segregación socioespacial. Posteriormente, se propuso una intervención para la mediación didáctica del concepto de segregación socioespacial conforme propuesto por Cavalcanti (2013 a, 2014). El resultado del estudio constató que la intervención didáctica puede contribuir a la construcción del concepto de segregación socioespacial en la medida en que los jóvenes alumnos identificaron las dimensiones de ese proceso en su cotidiano, con destaque para la ausencia de espacios públicos para el ocio, lo que indica un límite de su relación con la ciudad.Item Por uma viagem literogeográfica: navegando com José Saramago n’O conto da ilha desconhecida(Universidade Federal de Goiás, 2023-10-28) Azevedo, Alisson Barboza; Chaveiro, Eguimar Felício; Chaveiro, Eguimar Felício; Nery, Antônio Augusto; Silva, Valéria Cristina Pereira daThis dissertation proposes a literogeographical interpretation of José Saramago's The Tale of the Unknown Island. In his existential cartography, the researcher places himself as a blind reader whose worldview ("mundividência") is constructed through reading. Next, a preliminary reading of the short story is undertaken, interpreting it as a journey inside the subject. Subsequently, a theoretical review of the foundations of literogeography is carried out, with emphasis on the geographical dimension of José Saramago's work. Finally, the journey is situated as a predisposition and the island as the unknown that is not on the maps, highlighting the existential aspect contained in the Saramaguian tale. It investigates how the journey narrated in the story can broaden the reader's geographical knowledge of the world.Item Evolução da paisagem em relevo de chapada no Cerrado(Universidade Federal de Goiás, 2023-08-11) Borges, Mariley Gonçalves; Bueno, Guilherme Taitson; http://lattes.cnpq.br/1585424190030655; Bueno , Guilherme Taitson; Almeida, Maria Ivete Soares de; Leite, Marcos Esdras; Zancopé, Márcio Henrique de Campos; Bayer, MaximilianoThe objective of this research was to evaluate the relationship between the spatial representation of wetlands (veredas) in the context of the watershed from the Cerrado, the stage of evolution of the reliefs of planation surfaces and their reflections on the dynamics of the slopes and on the functioning of the river channels. The study was carried out in the watersheds of Catolé (BHCC) and Borrachudo (BHRB) rivers, in the North of Minas Gerais. It is justified by 1) the importance of understanding the evolution of the reliefs of planation surfaces in the Cerrado and its reflections on the landscapes, on the functioning of the slopes and on the hydrological dynamics of the river channels, in the context of the hydrographic basins; and 2) the environmental relevance of the Cerrado wetlands, which ar responsible for increasing the residence time of water in the basins, for the quality of river water, and for the stock of organic C. For this purpose, the morphometric study of the watersheds, the application of dissection and moisture indices, the estimation of soil loss potential (USLE) and the mapping and classification of wetlands were performed using geoprocessing. River discharge measurements, of the physical and physicochemical parameters of water analyzes were also carried out in loco and in the laboratory over a hydrological year. It was found that the wetlands of the BHCC have greater spatial representation than for BHRB, that is, 27.9 km² more area. The distribution of wetlands in the study area is associated with the areas of still preserved planation surfaces. Compared to the BHRB, it was found that the BHCC has less dissected relief, lower drainage density and lower slopes. Its moisture content is higher and the longitudinal profile of its main channel is less adjusted to the profile considered in "balance", that is, a significant part of the basin is located upstream of the main knickpoint of the channel, therefore not yet adjusted to the current baselevel. These characteristics are compatible with the hydrological, the physical and physicochemical parameters of water, which indicated that the Catolé river has a more regular flow and water with less turbidity, that is, less sediment transport in the basin. The results showed that the geomorphological evolution is at a more advanced stage in the BHRB, which indicates a natural tendency towards a decrease in wetlands area, predominance of dissected reliefs and greater transport of sediments by the river network.Item Mediação didática como fundamento para o ensino de cidade: a região da 44 como referência para ensinar geografia(Universidade Federal de Goiás, 2023-10-26) Brito, Mauricélia Cândida de; Souza, Vanilton Camilo de; http://lattes.cnpq.br/1374656969635983; Souza; Souza, Vanilton Camilo de; Cavalcanti, Lana de Souza; Oliveira, Victor Hugo NedelEsta investigación presenta una reflexión sobre el papel mediador del docente en la enseñanza de la Geografía. Esta función está vinculada a la articulación entre la realidad vivida por los estudiantes, es decir, sus conocimientos cotidianos adquiridos a través de sus prácticas espaciales, y el contenido geográfico que tematiza la ciudad, es decir, el conocimiento científico que permite pensar el espacio urbano. Para eso, la Teoría Histórico-Cultural (THC), formulada por Lev Semionovich Vigotski, se convirtió en una importante base teórica y metodológica para el desarrollo de esta investigación que tuvo como objetivo general comprender la mediación didáctica como fundamento para la enseñanza de contenidos sobre la ciudad desde una perspectiva geográfica de los fenómenos urbanos. Ya los objetivos específicos fueron: 1) Relacionar los conceptos de mediación didáctica y de lugar a los fundamentos de la THC como base teórica para la enseñanza de la centralidad urbana de Goiânia de la Región del 44; 2) Considerar la Región del 44 como una posibilidad de hacer un abordaje geográfico sobre las dimensiones de la centralidad de Goiânia en la enseñanza de la Geografía; 3) Desarrollar, desde la THC, una propuesta didáctica sobre Goiânia en el contexto de la Región de 44, articulando lo conocimiento geográfico con las prácticas cotidianas para un aprendizaje significativo. Así, la Región de 44 fue elegida, por ser una centralidad urbana de Goiânia, como una importante referencia para enseñar Geografía. Para eso, fueran adoptados tres procedimientos metodológicos: 1) Revisión Bibliográfica – para una analice más profunda sobre el concepto de mediación didáctica en la perspectiva de THC e en el concepto geográfico lugar con lo objetivo de hacer una articulación entre los conocimientos cotidianos de los alumnos (prácticas espaciales) sobre la Región de 44 con los conocimientos científicos (contenidos escolares); 2) Entrevista Semiestructurada – con el fin de entender mejor como las dúas profesoras de dúas escuelas próximas de la Región de 44 comprenden la función mediadora del profesor e de qué manera trabajan la ciudad, en específico los elementos que constituyen la Región de 44; 3) Grupo de Discusión – con el fin de propiciar condiciones para que las dúas profesoras participantes de la investigación desarrollasen una propuesta didáctica sobre la Región de 44 con enfoque a la centralidad urbana. Los resultados obtenidos apuntan que, a pesar de lo que presentaron las profesoras sobre la mediación didáctica, más relacionada con la exposición/transmisión del conocimiento, que para la THC debe estar relacionada con una sistematización sólida, ambas presentaron elementos importantes que posibilitan la enseñanza de la Geografía ser más significativa, como, por ejemplo, la capacidad de relacionar la realidad vivida por los alumnos en la Región de 44 con los contenidos relacionados en la ciudad. Después de esta etapa, fue desarrollada por la pesquisidora otra posibilidad para trabajar la Región de 44 en la enseñanza, pautada, de esta vez, por la THC. Mientras las profesoras se volvieron para los problemas existentes en el espacio urbano de Goiânia, la propuesta didáctica desarrollada en esta etapa fue direccionada para problematizar, primeramente, la producción de este espacio, juntamente con sus agentes productores con el fin de profundar en los problemas existentes. De todo lo desarrollado en esta investigación, se puede decir que el concepto de mediación didáctica se convirtió en un elemento importante, tanto en la conducción metodológica de la investigación, como en la participación de las profesoras de la investigación a la hora de reflexionar y planificar sobre la enseñanza sobre lo espacio urbano de Goiânia a través de la Región de 44.Item 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 OlíviaThe 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.Item Efeitos socioespaciais da habitação de interesse social: um estudo de caso do residencial Nelson Mandela, Goiânia - Goiás - (2017-2022)(Universidade Federal de Goiás, 2022-10-19) Corvalan, Rafael Alonso Jeronimo; Barreira, Celene Cunha Monteiro Antunes; http://lattes.cnpq.br/1038300875963340; Borges, Ronan Eustáquio; http://lattes.cnpq.br/3781116210567482; Borges, Ronan Eustaquio; Salgado, Tathiana Rodrigues; Araújo, Elis Veloso Portela deThe capital of Goiás arises from a well-defined political and economic project, in which the initial years were marked by the absence of social housing, leading to various irregular occupations. Subsequently, the state begins to act towards land regularization and the promotion of social housing through the construction of several housing complexes in the outskirts of Goiânia. In this scenario, the Programa Minha Casa Minha Vida (PMCMV) emerges as one of the most important programs in promoting social housing. In this context, the Residencial Nelson Mandela (RNM), the subject of this research, is introduced. The RNM is part of the Conjunto Vera Cruz, a neighborhood built in the 1980s, also a result of housing policies. Thus, the objective is to assess the sociospatial impacts of the PMCMV based on the experience of the RNM. For the research development, a bibliographic survey of authors related to housing policies, urban planning, plans, laws, and legislations was conducted, followed by four fieldworks in the study area. However, it was found that, despite housing policies providing housing for many families, there are various sociospatial impacts in their implementation, resulting from the lack of expansion of public facilities in transportation, health, education, leisure, and public safety.Item Industrialização e políticas governamentais: dispersão e concentração da indústria em Anápolis, Goiás(Universidade Federal de Goiás, 2023-08-23) Cunha, Wânia Chagas Faria; Salgado, Tathiana Rodrigues; http://lattes.cnpq.br/0453450405323422; Oliveira, Adriano Rodrigues de; http://lattes.cnpq.br/1909084450648691; Salgado; Salgado, Tathiana Rodrigues; Castilho, Denis; Arrais, Tadeu Pereira Alencar; Lima, Leandro Oliveira de; Arriel, Marcos FernandoThis research has os its centrais theme the industrialization process developed in Goiás under the aegis of the State and how this reverberated in the Anapoli industry. Anápolis, thanks to the logistical potential it occupies in the regional and national space of Goiás, has enjoyed significant economic growth throughout its history. When analyzing this process, above all, the industrial evolution of the municipality, it is clear that it presented and still presents close convergence with the industrialization process that occurred in the state and in the country. Anápolis, over time, adapted to the demands and changes that occurred in the state and national economy, given the articulation of spaces in the regional division of labor. This led to changes in the roles played by Anápolis in the Goiás scene over time. What can be observed when analyzing the industrialization process that took place in this city, where two categories of industries were established: dispersed and concentrated. Denominations directly linked to spatial location and whether or not the State supports it. The literature review allowed us to observe two industrialization processes. One that began from the beginning of the emergence of this municipality, based on the transformation of local products and those from neighboring regions, sometimes to meet the needs of the population, sometimes to process the raw material to be exported by railway. This emerged timidly, financed by local capital and gained importance in the regional scenario, making the municipality the most industrialized in Goiás, still in the 1960s. The other began to take shape in 1970, based on the economic condition that Anápolis achieved in the regional scenario but, above all, in correspondence with the national moment, marked by industrial deconcentration and in convergence with the industrialization policy that was beginning to be unleashed by the State. In this process, Anápolis, taking advantage of its logistical and economic potential in the regional scenario, was chosen to host the first industrial district in the state, the Anápolis Agroindustrial District – DAIA – opened in 1976. However, when analyzing the industrialization process of Anápolis, a certain discrepancy was noticed. The dispersed industry did not evolve in diversity and economic importance and the concentrated one assumed the importance of this segment in the city, due to the numerous benefits received, but it is not articulated with the other activities in the municipality and with the profile of the state. To achieve the results, we looked back at economic history, especially regarding the industrialization of the city, state and country from the past to the present day. This context led to the following general objective: to understand how the industrialization of Anápolis occurred, in the context of national and state policies to promote industrialization, as well as its current configuration. To achieve this objective, the following methodological procedures were adopted: bibliographical survey on the evolution of the Anapoli industrialization process; theoretical review regarding Brazilian and Goiás industrialization; collection of secondary socioeconomic data; documentary survey of Anapoli industries, field research and production of thematic maps. The results made it possible to identify and characterize the dispersed and concentrated industries in Anápolis, as well as their importance for the municipality's economy. Finally, it can be seen that the fiscal incentives of industrialization policies applied in the municipality have limited scope in promoting the diversification and strengthening of the Anapolina industry, favoring industries with external capital and located in DAIA, to the detriment of industries with local capital, based in other regions of the municipality, these less capital intensive and with greater capacity to generate employment and consequently income for the population.Item Geodiversidade e arqueologia do núcleo C em Serranópolis, Goiás: uma análise integrada(Universidade Federal de Goiás, 2022-09-27) Freitas, Joanne Ester Ribeiro; Lima, Cláudia Valéria de; http://lattes.cnpq.br/5929601393924549; Lima, Cláudia Valéria de; Rubin, Julio Cezar Rubin de; Cabral, João Batista PereiraThe municipality of Serranópolis, southwest of the State of Goiás, presents an important set of pre-colonial archaeological sites in shelters and in the open, with rock representations (paintings and engravings), archaeological remains and human burials in a preserved context. The research is based on concepts, theories and methods arising from both areas of knowledge, analyzed together and provide the basis for interpretations of the rich and broad context of natural and cultural heritage. The study area covers the archaeological sites: GO-Ja-11(1-3) and GO-Ja-05, all in shelters in the sandstone of the Botucatu Formation and which feature cave paintings and engravings. The research is justified by seeking to characterize the geodiversity of the Coliseu Complex, which is located in the urban area of Serranópolis. The objective is to develop an integrated analysis (macro-environmental analysis, archaeological and geodiversity context, incidences of natural and anthropic factors) that operate in Center C. Regarding methods, physical characterizations, socio-environmental context, geoarchaeological context, development of actions were carried out of geodiversity (inventory, classification and quantification models) and cultural characterizations (macro, meso and microscale), which are presented through field research, and which is structured in three stages: office, field and laboratory. The results of these analyzes point out the archaeological sites inserted in a context of macro (compartmentalizations), meso (the sites) and micro (cultural and individual aspects of the sites) scale environment, therefore, it was verified that these sites have geodiversity interest in aspects: petrological, stratigraphic, geomorphological and archaeological. Geosites (archaeological sites - Core C) are classified as an area. Because they contain similar basic characteristics, they are large in size, with low indicators of fragility and vulnerability, high resistance to tourism, easy to popularize and have the same types of interest as Geodiversity. Therefore, the set of geosites is classified as an area geosite typology, given the characterizations, it has national relevance. Regarding the incidence of natural and anthropic factors that act in the area of Core C, the results show that the main natural factors are: physical weathering, chemical weathering and biological weathering caused mainly by the action of roots and microorganisms; and anthropic factors (deforestation, fires, vandalism, livestock, agriculture, extractive activities and implementation of hydroelectric plants) and in association with natural factors, significantly harm the current state of the sites, distorting the naturalcultural heritage. The analyzes show that in terms of valuations, Core C is suitable for scientific and tourist use, which also, within the category of ecosystem values of geodiversity, corresponds to the Functional, Cultural, Knowledge and Aesthetic value. The elements presented in the integrated analysis contextualize the environmental, cultural, economic, and social aspects of the study area. The knowledge and results presented were fundamental for the development of proposals for geoconservation measures that are presented in short, medium and long-term actions, using conservation, valorization, dissemination and monitoring strategies, and can be used for the development of actions of Environmental Education, and increased geotourism actions.Item Uma leitura geográfica do documentário “Cartas para Angola”: sujeitos e paisagens(Universidade Federal de Goiás, 2023-10-03) Louzada, Maria Ercilia; Chaveiro, Eguimar Felício; http://lattes.cnpq.br/9540141505352914; Chaveiro, Eguimar Felício; Oliveira, Adão Francisco de; Barros, Juliana RamalhoLettres à l'Angola est un film documentaire qui réunit l'Angola, le Brésil et le Portugal. Les personnages-sujets communiquent par le biais de lettres vidéo dans lesquelles ils décrivent des parties de leurs trajectoires, des trajectoires qui expriment souvent des paysages qu'ils ont vécus. En plus du sujet qui vit son paysage dans le documentaire, il y a un spectateur qui reçoit le documentaire et l'analyse à travers le cadre de ses expériences. Cette recherche qualitative s'appuie sur une enquête bibliographique sur le cinéma et la géographie. Ses objectifs sont d'analyser les paysages vécus et montrés par les sujets dans une perspective humaniste et d'analyser l'expérience du spectateur face à l'œuvre cinématographique. La géographie humaniste cherche à comprendre la relation sujet/paysage et la géographie du cinéma l'expérience du spectateur qui, lorsqu'il regarde un film, y ajoute l'expérience des sujets avec leurs paysages qui font partie du documentaire. Le problème de recherche consiste à répondre à ce que les sujets du documentaire et les réalisateurs peuvent transmettre sur leurs paysages et à ce que l'expérience filmique révèle au spectateur et sur lui. Elle repose sur les hypothèses suivantes: les paysages filmiques produisent des espaces d'expériences et des récits d'espace; les sujets des discours peuvent exprimer leurs expériences avec les paysages dans le but de transmettre des significations; tous les paysages ont une objectivité et une subjectivité, soit pour donner de la visibilité ou de l'invisibilité aux éléments de l'espace; et le spectateur peut expérimenter d'autres espaces lorsqu'il est en contact avec un paysage filmique.Item A paisagem, o mapa e os raciocínios geográficos: mediação didática para o desenvolvimento do pensamento geográfico no ensino médio(Universidade Federal de Goiás, 2023-05-25) Pinheiro, Igor de Araújo; Richter, Denis; http://lattes.cnpq.br/9664892428037820; Richter, Denis; Cavalcanti, Lana de Souza; Bueno, Miriam Aparecida; Gomes, Marquiana de Freitas Vilas Boas; Duarte, Ronaldo GoulartThe development of students' geographic thinking should be the main objective of Geography school practices, in the current context. We believe in the relevance of knowing how to think about spatial issues, the order of phenomena and all the relationships between them, creating the possibility of exercising our citizenship more fully, as reasoning and thinking from a Geography perspective have proven to be important for understanding the spatiality of phenomena experienced by the subjects. In this way, we thought about how to guarantee the necessary conditions at school, through didactic mediation in high school, for the development of students' geographic thinking. Through this research, we sought to understand the potential of integration between the study of landscape, the use of maps and geographic reasoning of location, distribution, distance, density, scale and analogy for the development of geographic thinking in high school students. . To achieve this purpose, the following specific objectives will be pursued: deepen debates on the theoretical-conceptual bases of landscape and geographic reasoning, within the academic and school context of Geography; characterize maps as a potential language for didactic mediation of Geography school content; identify in school Geography the theoreticalmethodological foundations that guide didactic mediation and the formation of geographic thinking in High School; analyze the process of methodological integration between landscape, maps and geographic reasoning through Geography Didactic Mediation; and reflect on the theoretical-methodological elements established by Geography Didactic Mediation, which enhance the development of geographic thinking in high school students. Established as a qualitative research, based on the methodology of participatory research, in order to achieve the objectives mentioned above, it was necessary to carry out two stages of investigation: bibliographic and field. The latter involved the selection of two public schools in Teresina-PI (universe), two Geography teachers (subjects) and two High School classes (sample). Thus, six didactic sequences were developed, and three didactic sequences were applied in each school researched, over the course of three weeks of development of Geography Didactic Mediation, as well as a semi-structured interview with the teachers-subjects of the research and semi-structured questionnaires applied together. to students. The production, compilation and processing of data through the Content Analysis Technique (BARDIN, 1977) revealed the potential in operationalizing Geography Didactic Mediation that integrates the study of landscape, reading and construction of maps and geographic reasoning , which formed the basis for the development of geographic thinking among high school students.Item O trabalho de campo como aula: potencialidades para a formação do pensamento geográfico na educação básica(Universidade Federal de Goiás, 2023-12-13) Radtke, Domitila Theil; Morais, Eliana Marta Barbosa de; http://lattes.cnpq.br/3615558165803518; Morais, Eliana Marta Barbosa de; Dias, Liz Cristiane; Carneiro, Vandervilson Alves; Souza, Vanilton Camilo de; Bueno, Guilherme TaitsonEn esta tesis de doctorado, se objetiva comprender cuáles y cómo se dan los conocimientos docentes necesarios al desarrollo de trabajos de campo en la Geografía Escolar por los profesores de la “Rede Municipal de Goiânia/GO”. Por ello, fue necesario: analizar la historicidad y la producción bibliográfica sobre trabajo de campo en Geografía, con énfasis en lo que se ha producido en tesis de doctorado y maestría en los Programas de Posgrado, en el área de la Enseñanza de Geografía sobre el Brasil; investigar el rol del estudiante y del profesor de Geografía en el desarrollo de trabajos de campo, para que esa metodología favorezca el aprendizaje, crecimiento y construcción de nuevos conocimientos por parte del estudiante; presentar bases de conocimiento cognitivo y de aprendizaje escolar que deben ser movilizados en trabajos de campo con la finalidad de favorecer el aprendizaje escolar; señalar el trabajo de campo como potencializador del aprendizaje geográfico en el ámbito de la Educación Básica en la perspectiva del aula de Geografía. De ese modo, en la primera sección, se subraya la importancia de los trabajos de campo para la enseñanza e investigación en Geografía a lo largo de la historicidad de esa ciencia, visando comprender su transformación a largo plazo, y, por tanto, consideramos reflexiones clásicas y contemporáneas como Lacoste (2006), Alentejano y Rocha-leão (2006) y Pires do Rio (2018). También a través del Estado del Conocimiento, se ha creado un panorama de qué y cómo esa temática ha sido trabajada en tesis de doctorado y maestría brasileñas. A partir de esas reflexiones, se busca avanzar teórico metodológicamente y contribuir para un mejor desarrollo de esa metodología para la enseñanza de Geografía. En la segunda sección, se presentan los participantes de la investigación, con el objetivo de comprender cómo la formación inicial contribuyó e influenció en la perspectiva de los trabajos de campo desarrollados por posibles retos en la actuación de esos docentes. Para ello, fueron realizadas encuestas y entrevistas semiestructuradas junto a cinco profesores de la “Rede Municipal de Educação de Goiânia”. De esa forma, se cuenta con referencias en el ámbito de la formación, actuación y conocimientos docentes con énfasis en los análisis de Shulman (2014) y Libâneo (2009); discusiones en el ámbito geográfico desde la perspectiva de Santos (2005), Moreira (2007) y Gomes (2009); y, también, en el ámbito del trabajo de campo y la enseñanza de la Geografía con Morais y Lima (2018), Compiani y Carneiro (1993), entre otros. En la tercera sección, se analizan los sistemas conceptuales sobre el trabajo de campo erigidos por los profesores participantes. Optamos por trabajar con la construcción de sistemas conceptuales que, desde una perspectiva vygotskiana, permitan analizar los procesos de generalización e internalización del conocimiento docente de los participantes, según Morais (2022). En vista de esto, se discute los trabajos de campo a partir del conocimiento de los contenidos desde la perspectiva de Shulman (2014) y de los conocimientos metodológicos, con énfasis en la planificación y el uso de recursos, lenguajes, estrategias o metodologias. En cuanto a los materiales desarrollados por los docentes, se notó que el mayor destaque en las propuestas de trabajo de campo de los profesores estaban en cómo ellos propiciaban la participación del estudiante. Así, las propuestas son clasificadas en: el estudiante observador, el estudiante ahora es observador y ahora participante; y el estudiante participante. En la última sección, se discute la relación entre el aprendizaje y el desarrollo desde uma perspectiva vygotskiana, en línea con las reflexiones de Cavalcanti (2010, 2011, 2016); Couto (2006, 2009, 2010, 2014) y Ferreira (2017) que trabajan en la perspectiva geográfica del aprendizaje a partir de la formación de conceptos. El intuito fue caracterizar los elementos esenciales que pueden componer el trabajo de campo para que él, de hecho, favorezca la formación del pensamiento geográfico. Por lo tanto, también se analiza el rol de la Didáctica y de los conocimientos docentes, con el objetivo de orientar la actuación docente durante el desarrollo de esa metodología en la Educación Básica. Por último, se explana sobre la concepción del trabajo de campo entendido como clase de Geografía, realizada en ambiente externo al, y se elabora un sistema conceptual a partir de lo que entendemos ser fundamental para el desarrollo de los trabajos de campo en la concepción de la clase, es decir, como momento de enseñanza y aprendizaje que necesita preocuparse con una serie de principios y orientaciones objetivando la construcción del pensamiento geográfico por parte del estudiante, así como toda la clase de Geografía.Item Concentração de elementos potencialmente tóxicos e radionuclideos nos solos da área de influência do Parque Nacional das Emas(Universidade Federal de Goiás, 2023-09-07) Ramalho, Fernanda Luisa; Cabral, João Batista Pereira; http://lattes.cnpq.br/1914332507525986; Cherem, Luis Felipe Soares; http://lattes.cnpq.br/8363108286297687; Cherem, Luis Felipe Soares; Bueno, Guilherme Taitson; Miyazaki, Leda Correia Pedro; Becegato, Valter Antonio; Rubin, Júlio Cesar Rubin deThe research was based on the explanation of the history of use and occupation of the Chapadões areas in the southwest of Goiás and, based on this analysis, the hypothesis that the soils, which are associated with the intensive use of agriculture and livestock, may be enriched with potentially toxic elements (PTEs), such as zinc (Zn), cadmium (Cd), copper (Cu), lead (Pb), nickel (Ni), arsenic (As), phosphorus (P), potassium (K) and radionuclides , such as uranium, thorium and potassium (238U, 232Th and 40K). Based on this hypothesis, the main objective of the thesis is to evaluate the environmental quality of the soils of the river basins in the PARNA das Emas area of influence through the creation of Environmental Compartments that will serve as a reference for the plateau regions of the Brazilian cerrado. To achieve this objective, 3 specific objectives were proposed, namely: 1. Establish analogous natural areas of the river basins that drain the PARNA das Emas, with hydrographic sub-basins as a mapping unit, 2. Analyze the spatialization of EPTs and radionuclides in the chosen region ; 3. Analyze the levels of EPTs and radionuclides in the region's soils, based on the Environmental Compartments created. To achieve these objectives, it was supported by various methodologies, such as the creation of Landscape Units (UP), multivariate statistical analysis, principal component analysis (PCA) for the interpretation of ETPs and radionuclides data, in addition to the use of values reference based on CONAMA Resolution n.460/2003, Cetesb (2004) and work by (BOCARDI, 2019), to help support the geochemical values found in the area. As a result, the UP enabled the creation of eight Environmental Compartments (CA) that represent river basins outside the Emas National Park that are analogous to the river basins inside the Park. When comparing the results of CA EPTs with CONAMA Resolution n.460/2013 and Cetesb (2014) and the radiogenic elements with the work of Bocardi (2019) it is possible to verify that the elements that presented the greatest problems were the ETPs As and Cd , which resulted in research values in areas intended for agricultural use in CA-2 and CA-3. In CA-4, all points resulted in investigational values for As and Cd, both in agricultural areas and in PARNA das Emas. CA-5 showed investigational values for the ETPs As and Cd at points inside PARNA das Emas and in CA-6, P11, which is in the UC area, presented investigational value for As and prevention value for Cd. CA-7 and 8 resulted in prevention value for As and investigational value for Cd, both CA were in agricultural areas. Overall, the CA4 was the one that presented the most problems in relation to the elements analyzed. The PCA showed that different CAs can have the same response in relation to the spatialization of the elements, such as CA 8, 7 and 6 of group 3, which have the same characteristics due to the geological formation of the Vale do Rio do Peixe, which will give rise to to the sandiest soils in the region, with CA having fewer problems regarding the adsorption of elements. Group 4 also has points that have higher percentages of sand in their structure and groups 1 and 2 have a higher concentration of clay and OM in their structure. These are points that are mainly influenced by Detritus-Lateritic Covers. Through the outliers, the PCA was able to verify that there are CA (4, 2 and 1) that were enriched with P, Ca, Mg, in addition to ETPs and radionuclides from the management of agricultural areas. Therefore, they are different CAs that present the same response in relation to the type of use in question. These points are part of the plateau areas of Central Brazil, converted into extensive monoculture areas of sole, corn, sugar cane and cotton over the last 50 years. In this way, the PCA was crucial to demonstrate, above all, these points that are radically different from the others.Item Uso público do Parque Estadual de Serra Nova e Talhado (MG): impactos socioambientais do turismo e as potencialidades para a sustentabilidade(Universidade Federal de Goiás, 2023-05-31) Rodrigues Sobrinho, Anderson; Faria, Karla Maria Silva de; http://lattes.cnpq.br/2186337194534589; Faria, Karla Maria Silva de; Oliveira, Ivanilton José de; Oliveira, Ana Paula deThe Conservation Units (UC) are protected areas that have as objectives to contribute to the conservation and sustainable use of natural resources, to develop public use activities such as leisure, contact with nature, environmental education and scientific research. Such environments have been the target of significant tourist exploitation worldwide, which, when mistakenly carried out, has caused anthropic interference in the natural landscapes of these areas. The State Park "Serra Nova e Talhado" (PESTN), situated in the Northern region of Minas Gerais, is an example of a UC that presents great tourist potential, especially with activities focused on leisure and ecotourism. Although the Park has a Management Plan, it still does not have a Public Use Planning and some socio-environmental impacts are already recognized in its main attractions. Thus, this work had as its main objective to evaluate the socio-environmental impacts of public tourist use in the PESNT, presenting the potential for sustainability for the area. The methodological procedures involved characterization of the UC and analysis of the Management Plan; field work, questionnaires and interviews with visitors, UC management and ecotourists; detailed analysis of socio-environmental impacts on the most visited trails and SWOT analysis. The results indicate that the UC presents impacts such as erosion; garbage dump; graffiti on rocks; deforestation; damage to infrastructure and evidence of fires; the application of the questionnaire indicated that most respondents tend to ignore the impacts on the natural landscape of the PESNT and that the motivations for visiting the UC are due to leisure and there is no association for the contemplation of the natural landscape as the primary objective; the online questionnaires indicate that there is interest in visiting the PESNT in the future, although some participants are opposed to visitation due to the negative aspects presented. It becomes, therefore, the elaboration and implementation of the Public Use Planning, which includes the participation of various actors that are part of this tourism governance, to meet the objectives of the creation of the PESNT, contributing to the development of public use activities in the Park and minimizing the negative socioenvironmental impacts resulting from these activities.Item Ensino remoto de geografia: desafios enfrentados pelos professores e alunos no cenário pandêmico da Covid-19(Universidade Federal de Goiás, 2024-02-09) Santos, Mayra Nayara Nair dos; Barros, Juliana Ramalho; http://lattes.cnpq.br/3897963687114981; Barros, Juliana Ramalho; Queiroz, Fabiana Rodrigues Oliveira; Alves, Adriana OliviaIn 2019, a virus that originated in Wuhan, China, crossed borders and infected people worldwide. As a consequence, the routine of millions of individuals had to be modified due to isolation and social distancing measures, aimed at preventing the spread of the virus and alleviating strain on healthcare systems worldwide. In the education system, there was a halt in in-person activities, and a transition to a model that, in Brazil, was referred to as Ensino Remoto Emergencial (Emergency Remote Teaching). Technological devices and connectivity were required for the classes to take place. Thus, in terms of relevance, the personal aspect stands out, which concerns the fact that, involved in a personal core of education professionals, it fueled the desire to understand how Geography professionals would be dealing with emergency remote teaching. As academic relevance, it is understood that this research will guide the development to understand learning in Geography Teaching within the contexts of emergency responses in a pandemic setting. The social and professional aspect involves the fact that other researchers can foster the relationship of an Emergency Geography, capable of being inserted into any social contexts. The aim of this research focuses on analyzing the historical-geographical context of the Covid-19 pandemic scenario between the years 2020 to 2022 and the didactic-pedagogical effects in the educational field at the high school level, for both teachers and second-year students of the Integrated High School to Technical Education program at the Instituto Federal de Educação, Ciência e Tecnologia do Piauí, located in Piripiri, Piauí. To achieve the objective, a qualitative participant-type methodology was chosen, with one research technique involving the use of a printed questionnaire that was distributed to 43 students who are part of the spatial focus of this investigation. In the bibliographic review, this research emphasizes Stefan (2021) and Ferraz (2020), which delve into the evolutionary process of humanity as narrated by viruses, emphasizing the significance of Geography in pandemic studies; Sampaio (2020) and Júnior (2020), who offer insights into the implementation of Emergency Remote Teaching in Brazil; and for educational perspectives, insights were drawn from Senhoras (2020), Góis (2020), and Silva (2020) to understand remote teaching and its educational demands. In Geography and Geography Education, the choice was made to highlight Cavalcanti (2010; 2012), Pontuschka (2018), and Brito (2022), who emphasize geographical aspects of the challenges in contemporary life. The research concluded that Emergency Remote Teaching exposed the socio-economic inequality that exists in Brazil and introduced, at the heart of education, significant gaps in the education system during the Coronavirus pandemic. In Geography, its utility shines as a significant research area for understanding geographical science. It has the capability to describe, analyze, point out, reference, engage in dialogue, and comprehend social events. In the Geography Education, the challenges brought about by this emergency situation triggered outdated processes in learning and education. At the core of this research, the problems and challenges faced by teachers and students had technological, educational, and instructional aspects in teaching and learningItem Da modernização à globalização alimentar: o local e o global na região metropolitana de Goiânia(Universidade Federal de Goiás, 2024-08-18) Sena, Caio César Alencar de; Castilho, Denis; http://lattes.cnpq.br/4271473426990028; Castilho, Denis; Menezes, Sônia de Souza Mendonça; Chaveiro, Eguimar Felício; Araújo Sobrinho, Fernando Luiz; Mendonça, Marcelo RodriguesThe process of globalization of food cultures advances over the territories of the Metropolitan Region of Goiânia (RMG) in a forceful way. In this sense, it is proposed to discuss the dense and complex relationships between local, regional, and global contexts related to the intensification of foreign influences in the productions, habits, and food cultures of the people of Goiás. To this end, we evaluated elements such as: the role of the State in the modernization of agriculture, the mapping of the challenges of eating in the metropolis, the discussion about the paths and perspectives of globalization as well as its influences on urban landscapes, spectacularization of the act of eating, and the notions of food heritage. While we recognize the role of the food industry and its recurrent strategies of taste training and domination of regional cuisines via the cultural industry, we verify the impact of the main modern food discourses and practices in dialogue with the critical cultural perspective in Geography. The research methodology involved questionnaires, semi-structured interviews, fieldwork in the RMG, participant observation in food festivals, theoretical reviews, and critical analysis of the theme dialoguing mainly with the concept of territory. The outline of the thesis points out that food is an important cultural element of societies and that there is an ongoing exercise of power via the appropriation of eating habits and cultures that is almost irreversible, due to the current contours of globalization that advances over food and the meanings individuals attribute to them. In this process, the food industry and fast-food chains try to occupy the dining spaces of modern life, pushing traditional recipes, eating habits, local ingredients, and individuals’ significant moments with food to the background, or just for specific days of occasional rites, reaching people of all ages and social classes, in the countryside and in the cities, but especially in the big cities. There is a constant attempt to appropriate food cultures, where territories that are less strengthened in terms of their unique elements are more vulnerable to the impacts of globalization. As research results, we seek to contribute to structuring the concept of food globalization by noting that this phenomenon has changed the way societies and official bodies of memory and legislation organize our ancestral food heritage. We defend the strengthening of local and regional food culture based on new perspectives on Cerrado foods, in search of sovereign practices that strengthen small producers and expand the possibility of the state of Goiás to produce different foods, in addition to the ongoing monoculture. We recognize that food producers organized in cooperatives, when aware of their political and social role, can claim other directions for agricultural public policies. It is also verified that the Geographical Indications can present themselves as alternatives to social organization and valorization of food production more connected with individuals and the local cultures.Item 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 deThis 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 approachItem A consolidação do setor farmacêutico na economia global: crescimento, influência, desvios e marketing(Universidade Federal de Goiás, 2023-10-02) Stacciarini, João Henrique Santana; Chaveiro, Eguimar Felício; http://lattes.cnpq.br/9540141505352914; Chaveiro, Eguimar Felício; Castilho, Denis; Vasconcellos, Luiz Carlos Fadel de; Marques, Ana Carolina de Oliveira; Silva, Ronaldo daThis study investigates how the pharmaceutical sector has become one of the largest and most influential economic sectors of our time. It presents figures and information that support this claim and aims to elucidate the factors that contributed to such a rise. Since Alexander Fleming's discovery of penicillin in 1928, pharmaceutical industries have evolved from small entities - often family-owned and operating locally - to multinational corporations valued at hundreds of billions of dollars with global influence. However, beyond the discovery and diversification of drugs, increased demand, and expansion of production capacity, part of this evolution is underpinned by complex, and in some cases perverse, strategies prioritizing profit maximization over public and individual health. The findings of this study reveal that, over the past two decades, the sector's revenues have quadrupled, reaching $1.48 trillion in 2022, an amount comparable to the Gross Domestic Product (GDP) of developed countries such as Spain. The twenty largest companies in the sector have a combined market value of $3.5 trillion and assets totaling $1.86 trillion, generating annual revenues of $820 billion and profits of $181.6 billion. For context, the assets of these companies alone are comparable to the GDP of all Sub-Saharan African countries. Companies, like Johnson & Johnson, have a market value exceeding the GDP of 184 nations. The study also examines and discusses questionable practices adopted by the pharmaceutical industry, including investing billions in lobbying and election financing, influencing regulatory agencies, financially supporting patient organizations, sponsoring authors of "Clinical Guidelines", manipulating and concealing drug research and tests, and directing massive investments to strengthen ties with prescribers, university hospitals, and academic institutions. Concrete examples of these actions are provided, backed by studies, data surveys, and court decisions, underscoring the alarming consequences of this reality. Lastly, the research analyzes pharmaceutical marketing as a primary sales boost strategy. Despite drugs not being ordinary commodities, susceptible to promotion under the lens of rampant consumption, companies invest billions annually in directto-consumer advertising. In the Brazilian context, the pharmaceutical sector stands out as one of the main investors in marketing. In recent years, several companies in the field have ranked among the highest individual advertising spenders. The emergence of digital marketing strategies driven by the internet, advanced algorithms, and social networks, combined with advertising campaigns harmful to public and collective health, underscore a concerning and challenging scenario.Item Alfabetização e letramento cartográfico no ensino de geografia: uma análise da base nacional comum curricular e do documento curricular para Goiás ampliado para o trabalho docente(Universidade Federal de Goiás, 2023-12-18) Veloso, Carolina Moreira; Richter, Denis; http://lattes.cnpq.br/9664892428037820; Richter, Denis; Bueno, Miriam Aparecida; Breda, Thiara VichiatoThe role of the teacher represents a crucial component throughout the schooling years. Teaching practice demands that educators possess specialized knowledge to carry out their function, characterized by a constant flow of changes. In light of this, this research focused on the Geography teacher's role through dialogues about their pedagogical practices in Geography classes, particularly in relation to School Cartography, aiming to verify the alignment of these practices with official, normative, and curricular documents. This work is part of a master's research and presented a discussion on the presence of School Cartography in the National Common Curricular Base (BRAZIL 2017) and in the Extended Curricular Document for Goiás (DC-GO Ampliado 2019), with a reference to proposals for cartographic literacy and literacy, linked to the construction of spatial and geographical thinking of students for teaching Geography in the final years of Elementary School. To do this, we sought to contextualize the importance of School Cartography for the teaching and learning process of Geography, highlighting the theoretical concepts that underpin this theme, as well as the possibilities of articulation. The research focused on analyzing how current documents address cartographic language through their proposals, content, skills, and structures for teaching Geography. Through these reflections, we gain a better understanding of these documents, which are fundamental for teaching work, and how School Cartography has been materializing within these proposals, with the aim of fostering and contributing to the development of school Geography in Elementary School. We observed that teachers recognize the relevance of the documents, although, in some circumstances, they may not have a complete understanding of the curricular proposal. Additionally, it is noticeable that educators support the idea of building Geography classes integrated with the proposals of School Cartography. In this context, when teachers cannot fully understand and implement curricular guidelines for the Geography discipline in their classes, we observe a certain challenge in school practices. However, as teachers deepen their understanding of the curriculum, their chances of incorporating it into their didactic-pedagogical work and conducting lessons more closely aligned with these guidelines increase. Therefore, it is essential to consider that teachers actively participate in ongoing training, have support materials, and implement methodological approaches in Geography classes linked to School Cartography to strengthen its integration with the contents of this school subject. In this way, we recognize the potential to enhance students' spatial and geographical understanding, strengthening the teaching of Geography.