Mestrado em Geografia (IESA)
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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 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 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 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 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 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.