Mestrado em Geografia (IESA)
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Item Ensinar e aprender pela geografia o conceito de lugar na cidade: contribuições da teoria desenvolvimental(Universidade Federal de Goiás, 2023-11-10) Santos, Victor Alves; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; Morais, Eliana Marta Barbosa de; Moraes, Loçandra Borges deThe subject of this dissertation is the teaching of Place in the City to school children and young people, and its demarcation in the importance of the didactic organization of this content in the students' learning. This topic has already been studied by other researchers, who understand that it is a relevant discussion and that its realization in practice, with the goal of conceptual formation, still encounters limits and is a challenge for teachers. Therefore, we defined the following research problem: How can the organization of Place teaching with an emphasis on the City enhance the formation of geographical thinking and thus overcome the predominant empirical thinking in Geography teaching? Thus, the main objective of this study was to understand the learning of the concept of Place in the City through the organization of teaching from the perspective of developmental theory for the development of the geographical thinking of 6th-grade students at a state school in Britânia/GO. The specific objectives were to identify elements of the organization of Geography teaching present in the teaching plan and lessons of the teacher in charge and in the Political Pedagogical Project for the 6th year of Primary School at the state school in Britânia/GO; to analyze the teaching of geographical content developed in the school context; to develop a proposal for a didactic-formative experiment, linked to the teaching organization underway, with an emphasis on the concept of Place in the City with students in the 6th year of primary school at the school in question; and to assess the evidence of learning and the formation of students' theoretical-geographical thinking as a result of the teaching organization. In order to achieve these objectives, we used a qualitative methodology in the participant modality, and as procedures: I) observations, carried out in the school space in order to verify the dynamics and behavior of the 6th-grade students; II) documentary analysis, of the BNCC, DC/GO, PPP, and teaching and lesson plans of the teacher, in order to ascertain the didactic affiliation and understanding of the contents of Place in the City exposed in these documents; III) semi-structured interviews with the 6th-grade students and the teacher, in order to recognize the research subjects and possible indications of the didactic organization used in Geography classes; IV) a didactic-formative experiment to develop the teaching and learning process regarding Place in the City; and V) a questionnaire applied to the 6th-grade class, with the aim of evaluating the proposed teaching organization. To provide theoretical support for the research, we drew on Carlos (2007) and Santos (1996a), who deal with the conceptualization of Place and City; Callai (2000), Castellar (2009a), and Cavalcanti (2019), who discuss the teaching of Place and/or City and; Davídov (1988), Leontiev (2004), and Vigotski (1991a), who address the initiation of a scientific, theoretical, and developmental teaching and learning process. Finally, the results showed that the proposed teaching organization brought about significant changes in teaching and learning, insofar as the students actively participated in the actions, operations, and tasks carried out. In this manner, they were able to read and unveil the place in the city where they live from a geographical perspective that was pertinent to their concrete realities in life. This was made possible by an organized and articulated teaching approach, by producing tasks and group discussions, by didactic mediation that led to new questions, and by respecting the students' moments of socialization, among others. Based on these characteristics established in the classroom, the students developed reflexivity, orality, awareness, personality, and were given the opportunity to form their thinking through theoretical-geographical concepts, in favor of human and citizen development to intervene socially in their daily lives.Item Aplicação de índices espectrais na avaliação do aporte de sedimentos ao reservatório da Usina Hidrelétrica Itumbiara (Brasil)(Universidade Federal de Goiás, 2025-02-10) Santos, Elias Vitor Rosa dos; Ferreira Nascimento, Diego Tarley; http://lattes.cnpq.br/7583595383127682; Oliveira, Ivanilton José de; http://lattes.cnpq.br/4172719252263913; Oliveira, Ivanilton José de; Romão, Patrícia de Araújo; Nunes, Fabrizia GioppoThis study investigated the sediment input to the reservoir of the Itumbiara Hydroelectric Power Plant (GO/MG) through the application of the Normalized Difference Turbidity Index (NDTI), using Landsat 8 satellite imagery and field data such as precipitation and suspended sediments. The analysis revealed that the methodology was effective in identifying seasonal patterns in water turbidity, with higher turbidity observed during the rainy months. The correlation between NDTI data and suspended sediments demonstrated the accuracy of the index in monitoring turbidity. The application of NDWI to isolate the drainage area was crucial for ensuring a more precise analysis, excluding areas outside the water body. The classification of turbidity levels based on statistical criteria proved adequate, but the research suggests the need for refinements to better capture spatial and temporal variability. The Random Forest model, used to validate the NDTI, highlighted the most relevant variables influencing turbidity, such as reflectance bands and derived indices. Despite the positive results, it became evident that the current model is not sufficient to fully explain sediment dynamics, requiring the inclusion of factors such as land use, topography, and rock types, as well as a better understanding of fluvial processes. The proposed methodology, combining spectral indices and sediment data, proved promising and could be applied to other hydroelectric reservoirs, contributing to the advancement of water quality monitoring and resource management.Item Desvendando tendências: o universo da moda e as contradições socioespaciais na região da 44 em Goiânia-GO de 2010 a 2024(Universidade Federal de Goiás, 2024-03-19) Correa, Letícya Sousa; Borges, Ronan Eustáquio; http://lattes.cnpq.br/3781116210567482; Borges, Ronan Eustáquio; Matushima, Marcos Kazuo; Maia, Carlos Eduardo SantosThis dissertation proposes a discussion about the impacts of fashion commerce in the Rua 44 region, in Goiânia. Region 44 is the second largest fashion hub in Brazil, behind only Brás, in São Paulo, and presents an intense dynamism. The centrality that this commercial agglomeration plays in intra-urban transformations and in the landscape itself acts as an open-air laboratory for geography. Our location is Mega Moda Shopping, the largest shopping center in the region and one of the projects that exerts the most political, economic and social influence in the region, in addition to driving the transformation of the fashion hub. We also discuss the work carried out by the different classes present in the space. Some concepts guide our studies, such as fashion, centrality and landscape. Methodologically, the research relies on a bibliographical review of the concepts and historical contextualization of the region, in addition to semi-structured interviews and forms with open and closed questions. We conclude that Region 44, being the largest employer in the service sector in the State of Goiás, presents a unique operating dynamic, operating in an increasingly structured way and driving the creation of various government policies and actions to support small business owners and boost the fashion industry in Goiás, paying attention to women who are the majority in the fashion industryItem Pensamento geográfico e a fotografia na mediação para análise da paisagem urbana no ensino de geografia(Universidade Federal de Goiás, 2024-11-28) Echavarría, Jenny Paola Mellizo; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti , Lana de Souza; Pires , Mateus Marchesan; Souza, Vanilton Camilo deSe presenta en este documento una investigación en el campo de la enseñanza de la Geografía. Se identifica en la Teoría Histórico-cultural un marco teórico capaz de fundamentar desarrollos importantes dentro de esta esfera particular. A partir de los principios teórico-metodológicos de este enfoque teórico, es válido explorar mediaciones posibles para potenciar la enseñanza de la Geografía con el objetivo de desarrollar el pensamiento. En esta investigación, se cuestionan las posibilidades de trabajar la categoría de Paisaje urbano a través del análisis geográfico de material fotográfico. En las intersecciones entre la enseñanza de la geografía, la teoría histórico-cultural, el paisaje y la geografía, hay realmente poco escrito y menos propuestas integradoras. Se parte del entendimiento de las potencialidades que cada uno de estos elementos aislados tiene para potenciar la enseñanza, y de la exploración de la posibilidad de tenerlos todos juntos en el aula en una estructura coherente que pueda impactar positivamente las prácticas de enseñanza y los aprendizajes de los estudiantes. Se trata de una investigación cualitativa en la modalidad de investigación participativa, realizada en una escuela de Enseñanza Media en la ciudad de Goiânia. El conjunto de actividades realizadas en la escuela fue titulado como proyecto foto(geo)gráfico. Tras la realización de la investigación empírica, fue posible identificar en el análisis de la experiencia consideraciones importantes sobre el proceso de desarrollo del Pensamiento Geográfico, así como los impactos en la enseñanza y el aprendizaje resultantes del trabajo analítico sobre el Paisaje urbano, cuando es mediado por la Fotografía como imagen, técnica, arte, instrumento de poder y forma de expresión.Item A construção de conhecimentos sobre os processos erosivos urbanos na geografia escolar(Universidade Federal de Goiás, 2024-12-04) Oliveira, Amanda Satil de; Morais, Eliana Marta Barbosa de; http://lattes.cnpq.br/3615558165803518; Morais, Eliana Marta Barbosa de; Moraes, Loçandra Borges de; Romao, Patricia de AraujoThe scenario of constant and growing urbanization brings with it several issues, ysical-natural components of the geographic space, as it results from the interaction between soil, relief, climate, geology, water, among others, as well as the such as erosive processes. To understand such processes, we consider the ph social relations established in the way society appropriates geographic space. Based on this framework, our general objective is to understand how knowledge related to urban erosive processes has been addressed in School Geography and its importance for the critical formation of students. Specific objectives include identifying how theoretical-methodological knowledge on Geography teaching, physical-natural components, and erosive processes are being discussed in scientific and academic production; investigating how knowledge about erosive processes is proposed in the National Common Curricular Base (BNCC), the Curricular Document for Goiás (DCGO), and the Geography textbooks for 6th grade of Elementary School; and analyzing the theoretical- methodological knowledge mobilized by Geography teachers for building learning about erosive processes in Basic Education and, from this, propose teaching methodologies to address the topic in Geography lessons. To achieve these objectives, we chose a qualitative research methodology. As methodological procedures, we conducted a literature review, State of Knowledge analysis, textbook analysis, and document analysis of the BNCC and DCGO, along with the application of questionnaires and classroom observations. The bibliographic survey was carried out in books, articles, theses, and dissertations. The State of Knowledge was carried out on the CAPES platform and Google Scholar with the aim of identifying, selecting, and analyzing works that could contribute to the development of the research. The documentary analysis of the BNCC and DCGO aimed to identify how erosive processes are addressed in the 6th grade, final years of Elementary School, the phase in which the curriculum proposes work on these processes based on their correlation with the physical-natural components of geographic space. The questionnaire was applied to four teachers, two from the municipal network of Goiânia and two from the state network of Goiás, based in Goiânia. Classroom observations aimed to understand how this content has been taught in School Geography. Regarding the textbooks, we conclude that some collections have made more significant progress in integrating the physical- natural components of geographic space with society. In the curricula, we found that urban erosive processes have not received the due attention. This study allowed us to understand that the city of Goiânia (GO) is a setting for erosive processes and floods. In this sense, studying the risks of this phenomenon from Basic Education represents a possibility of mitigating social inequalities through student awareness and the formation of reflective subjects about their realities.Item Estratégias de viver a vida: da produção ao consumo de comida saudável no Assentamento Canudos/GO(Universidade Federal de Goiás, 2024-12-11) Soares, Bárbara Victória da Silva; Mendonça, Marcelo Rodrigues; http://lattes.cnpq.br/2930978785634948; Mendonça, Marcelo Rodrigues; Calaça, Manoel; Furtado, Ariandeny Silva de SouzaEsta investigación aborda la producción de comidas saludables como una forma esencial de reproducción de la vida de los campesinos. El espacio de estudio es el Asentamiento Canudos, localizado en tres municipios, destacándose Palmeiras de Goiás/GO. El objetivo de la investigación es comprender las diversas estrategias implementadas por los campesinos asentados a través de la reforma agraria en el Asentamiento Canudos para garantizar su permanencia en la tierra, utilizando la producción de comidas saludables como base para la reproducción social y económica. Entre las estrategias identificadas, se destaca la Comunidad que Sustenta la Agricultura (CSA), implementada en una de las unidades del asentamiento, que organiza un sistema de producción, comercialización y distribución de comidas saludables. Además de esta iniciativa, se identificaron otros medios desarrollados por los asentados, como el Sistema Agroforestal (SAF), la producción de leche, la participación en ferias libres, asociaciones y colectivos. Frente a los desafíos enfrentados en el campo –como la lucha por la tierra, la infraestructura, el acceso a servicios básicos y políticas públicas–, se evidencia la necesidad de estrategias que aseguren la reproducción de la vida y la permanencia en el territorio. Por lo tanto, el objetivo general es analizar la producción de comidas saludables en el Asentamiento Canudos/GO y su importancia para la reproducción socioeconómica de los campesinos. Metodológicamente, la investigación se realizó mediante revisión bibliográfica, recolección de datos en órganos e instituciones oficiales, trabajo de campo, aplicación de cuestionarios y realización de entrevistas semidirigidas. Estas metodologías permitieron explorar temas como la problemática agraria, la lucha por la tierra, los obstáculos y las perspectivas asociadas a la producción de comidas saludables, con énfasis en la generación de ingresos, la inclusión productiva y la preservación de las identidades y culturas campesinas en la lucha por su Existencia.Item A habitação de interesse social e seus efeitos no processo de produção do espaço intraurbano de Santa Helena De Goiás(Universidade Federal de Goiás, 2024-11-14) Rosa, Flávio Domingos Araujo; Lima, Leandro Oliveira de; http://lattes.cnpq.br/9322069869687533; Barreira, Celene Cunha Monteiro A; http://lattes.cnpq.br/1038300875963340; Barreira, Celene Cunha Monteiro A; Moraes, Lucia Maria; Castilho, DenisEl trabajo aborda los efectos que las viviendas de interés social han generado en la producción del espacio intraurbano de la ciudad de Santa Helena de Goiás. Para alcanzar este resultado, se realizó una investigación sobre las políticas habitacionales implementadas por el poder público desde la década de 1930. Se analizaron los distintos programas habitacionales en los niveles federal, estatal y municipal, que juntos contribuyeron a la producción del espacio intraurbano en Santa Helena. A partir de esto, comprendemos cómo los agentes formadores del espacio, en especial el estado de Goiás, se han constituido como fundamentales en la estructuración del espacio intraurbano. Como síntesis, se definieron los períodos del intraurbano donde se observó, basado en datos primarios y secundarios, cómo el espacio intraurbano fue siendo producido a partir de distintos factores como la población, la economía y la propia formación regional. Según la periodización propuesta en la tesis, el Estado produjo el espacio intraurbano de Santa Helena de Goiás en un rango variable del 45,5% al 62,8% del total del parcelamiento inmobiliario. Estos valores indican la fuerza con la que el Estado actuó en la producción del espacio urbano. Estos hallazgos reafirman la importancia del poder público en la garantía del suministro de viviendas de interés social, al mismo tiempo que revelan las contradicciones que se materializan en la producción y reproducción del espacio urbano.Item (Re)existências camponesas e sujeição da renda da terra a partir da produção leiteira em Piracanjuba (GO)(Universidade Federal de Goiás, 2024-11-22) Nogueira, Paulo Henrique Santos; Mendonça, Marcelo Rodrigues; http://lattes.cnpq.br/2930978785634948; Mendonça, Marcelo Rodrigues; Oliveira, Adriano Rodrigues de; Carneiro, Janãine Daniela Pimentel LinoEl objetivo de esta investigación fue construir un análisis de la reestructuración productiva de las agroindustrias lácteas en Goiás y sus efectos sobre la salud, las relaciones laborales y la producción de los campesinos productores de leche, teniendo como foco espacial el municipio de Piracanjuba. El núcleo de la investigación es comprender la (Re)Existencia campesina frente a los cambios territoriales provocados por el agronegocio en Piracanjuba (GO), considerando la sujeción de la renta de la tierra a través de la producción lechera, realizada predominantemente por campesinos productores de leche, a los complejos lecheros globalizados. En cuanto a los objetivos específicos, se buscó analizar la producción lechera como estrategia de permanencia en la tierra y de reproducción social del campesinado; definir las principales transformaciones técnicas en la producción lechera y su contribución a la (Re)Existencia campesina; comprender los principales aspectos del proceso de reestructuración espacial de las agroindustrias lácteas en Goiás y la integración del campesinado en esta cadena productiva. Los recursos metodológicos utilizados consistieron en una revisión bibliográfica y documental, investigación de campo, consulta de bases de datos secundarias, entrevistas semiestructuradas, cuestionarios y utilización de recursos fotográficos. En el transcurso de la investigación, se observó que el éxito de las agroindustrias procesadoras de alimentos -aunque no posean vacas lecheras- se logra a través de la sujeción de la renta de la tierra -materializada en la leche como producto/materia prima- para obtener ganancias cada vez mayores, especialmente hoy en día con las nuevas formulaciones industriales llamadas soluciones lácteas - que tienen un menor porcentaje de leche y/o subproductos del procesamiento de la leche y en algunos casos ningún derivado lácteo en su composición - todo este proceso pone de manifiesto la contradicción que impregna la realidad en la que se encuentra Brasil, por un lado, una agenda urgente de construcción de la soberanía alimentaria nacional, una propuesta de reforma agraria, y por otro, cómo el agronegocio se consolida ideológica y políticamente a través del discurso de «productor» de alimentos para los hogares brasileños. Si esto fuera cierto, no tendríamos un país que volvió a niveles alarmantes de hambre e inseguridad alimentaria en el período 2017-2022, con el ascenso de los representantes políticos de la élite brasileña, que desmantelaron una serie de políticas públicas para transferir ingresos y combatir el hambre y la pobreza en el país. La pandemia del Covid-19 ha dejado al descubierto todos estos males sociales. Las escenas de personas haciendo cola para recoger huesos en las carnicerías de Mato Grosso y Mato Grosso do Sul -estados que son destaque nacional en la ganadería bovina- se han vuelto recurrentes y, junto con el aumento de los precios de los alimentos frescos, ha surgido el contexto perfecto para el aumento del consumo de alimentos ultraprocesados. El hambre es producida por factores socioeconómicos bajo los intereses políticos y sociales de grupos privados que no permiten que una parte importante de la población acceda a los alimentos necesarios para la reproducción cotidiana de la vida. Sus estudios también abordan el hambre oculta/hambre endémica, un hambre colectiva que se produce cotidianamente y que mata lentamente a las poblaciones afectadas, no por inanición, sino por enfermedades asociadas (enfermedades crónicas no transmisibles). La raíz de esta desigualdad social en el acceso pleno a una alimentación sana está en los cambios territoriales que se han producido en el campo, especialmente en los territorios productores de alimentos. La incapacidad del Estado para promover condiciones dignas para los campesinos y trabajadores de la tierra en el campo, la transferencia tecnológica, así como un acceso más fácil al crédito y otros beneficios de las políticas agrarias del Plan Safra para la agricultura familiar, es totalmente opuesta cuando se trata de orientar el agronegocio. La otra cara del proceso son las exigencias de la globalización del capital y de la financiarización de la economía, en la que el mercado especulativo alcanza también la esfera de la producción de alimentos, convirtiéndola en producción de mercancías.Item Uso do sensoriamento remoto no estudo da distribuição da matéria orgânica do solo de uma área úmida isolada de topo plano(Universidade Federal de Goiás, 2024-11-13) Moreira, Helena Gladis Bozzo; Sales, Jepherson Correia; http://lattes.cnpq.br/3851725882820009; Bueno, Guilherme Taitson; http://lattes.cnpq.br/1585424190030655; Bueno, Guilherme Taitson; Ferreira, Manuel Eduardo; Rosolen, Vania SilviaSoil organic matter (SOM) is an indicator of soil quality, and understanding its distribution is fundamental to the debate on carbon dynamics and greenhouse gas emissions. In recent decades, remote sensing has contributed to the study of soils and the distribution of SOM. The objective of this study was to evaluate the feasibility of using spectral data to study the prediction and spatial distribution of organic matter content in the surface horizon of an isolated flat-topped wetland in the municipality of Cordeirópolis, in the state of São Paulo. A linear statistical model of the wetland was constructed to predict the distribution of MOS, which was validated using the relationship between the spectral indices analyzed and the MOS content obtained by field and laboratory sampling. The evolution of land use around the isolated depression between 1985 and 2022 was also analyzed using data available on the Mapbiomas platform. In the results obtained with the model from Sentinel-2A satellite images, the minimum MOS value was 22 g/kg and the maximum was 47.66 g/kg, which is in agreement with the data collected in the field, which ranged from a minimum of 27.55 g/kg to a maximum of 42.07 g/kg, with an accuracy - R² of 0.88, a root mean square error - RMSE of 3.62 and a mean absolute error - MAE of 2.64. The results of applying the model to RPAS images (drones) reached a minimum value of 25.25 g/kg and a maximum value of 48.92 g/kg MOS, also close to the data collected in the field. On the RPAS scale, R² of 0.88, RMSE of 3.62, MAE of 2.85 and mean square error - MSE of 13.11 were obtained. It can be considered that the proposed method was satisfactory in predicting the MOS content of the soils in the studied wetland, demonstrating the gains in scale for using the method with satellite images and RPASItem Por amor às ruas: a natureza dos topônimos do distrito sede de Cachoeiro de Itapemirim (ES)(Universidade Federal de Goiás, 2023-11-01) Peres, Dayana Louzada; Silva, Rusvênia Luiza Batista Rodrigues da; http://lattes.cnpq.br/5592804472499475; Silva, Rusvênia Luiza Batista Rodrigues da; Fonseca, Cláudio Luiz Abreu; Oliveira, Ivanilton José deThe study of place names is subject to different interpretations, depending on the perspective from which it is being analyzed. Toponymy is a science in the field of Onomastics that interrelates historical, social, political, pedagogical, physical and geographic aspects. The names of two places are representations of a given moment in reality. The objective of this research is to identify the nature of the toponyms of public places in the Main District of the municipality of Cachoeiro de Itapemirim, located in the south of the state of Espírito Santo. To obtain the expected results, 5,100 public places in the spatial area were analyzed, including avenues, streets, alleys and staircases. These names, for the most part, testify to the context of formation of the most urbanized region in the municipality of Cachoeiro de Itapemirim, which is made up of ten other districts. The classification of the roads was carried out based on the taxonomic model proposed by Maria Vicentina de Paula Dick (1980; 1990), a reference professor in toponymic studies in Brazil. The author attributes two main natures to toponymy: physical and anthropocultural. Among the natures, there are sixteen other sub-natures that support the lexicological justification for the naming of places. The method used consisted of classifying public places, as well as quantifying them to obtain data on domination and/or invisibility. In addition to the nature of the toponyms of neighborhoods and public places, aspects related to roads, with emphasis on alleys and staircases, and the number related to the gender of the people honored were considered.Item Ensino de geografia e a formação cidadã a partir dos espaços públicos urbanos(Universidade Federal de Goiás, 2024-10-11) Borba, Wellington Gabriel de; Souza, Vanilton Camilo de; http://lattes.cnpq.br/1374656969635983; Souza, Vanilton Camilo de; Oliveira, Karla Annyelly Teixeira de; Christan, PatríciaEsta investigación explora la enseñanza de la ciudad a través de la Geografía, enfatizando el espacio público urbano y su papel en la formación ciudadana de los estudiantes. La ciudad se trata como un derecho para todos, mientras que el espacio público urbano se reconoce como el entorno donde se construyen identidades sociales y se llevan a cabo acciones políticas que sostienen la democracia. Sin embargo, el estudio también examina cómo las ciudades y los espacios públicos están subordinados a las dinámicas de explotación capitalista, lo que genera problemas como la desigualdad y la exclusión social, caracterizando la crisis urbana. Además, destaca que la falta de formación académica y social sobre el entorno urbano lleva a lo que se denomina "analfabetismo urbano". La investigación defiende que la enseñanza de la Geografía en la escuela ofrece a los estudiantes una comprensión crítica de la realidad urbana, orientando prácticas ciudadanas y ayudando a combatir el analfabetismo urbano. Dado que la ciudad es una dimensión del espacio geográfico, la Geografía desempeña un papel crucial en la construcción de este conocimiento. Para ello, el estudio enfatiza que el conocimiento académico y didáctico del profesor de Geografía es fundamental para que los estudiantes desarrollen un pensamiento crítico que sustente sus prácticas ciudadanas al acceder a los espacios públicos. El estudio desarrolló una propuesta didáctica para la enseñanza de la ciudad basada en el análisis del espacio público, con un enfoque en la formación ciudadana de los estudiantes. Esta propuesta adoptó un enfoque cualitativo, utilizando la investigación participativa para considerar a profesores y estudiantes como sujetos activos en el proceso de producción de conocimiento, con potenciales impactos pedagógicos, sociales y políticos. También se aplicó la metodología de investigación colaborativa, que valora a los profesores de Geografía como productores de conocimiento y contribuye a su desarrollo profesional continuo al incorporar directamente nuevos enfoques y conocimientos en su práctica docente. Se realizó una revisión bibliográfica y documental, consultando artículos, disertaciones, tesis, libros, capítulos de libros, periódicos impresos y digitales, redes sociales, bases cartográficas públicas, leyes y decretos. La investigación también incluyó la elaboración e interpretación de mapas del barrio donde se encuentra la escuela de estudio. La propuesta didáctica se estructuró en torno a un mapa de contenidos y siguió el proceso de problematización, sistematización y síntesis, incluyendo actividades de campo. El contenido se trabajó con estudiantes de secundaria de una escuela estatal en las afueras de Goiânia, donde la pregunta central de la propuesta fue: "¿El espacio público puede ser neutral?" Los resultados indican que la propuesta estimuló a los estudiantes a reflexionar críticamente sobre la realidad urbana, llevándolos a concluir que, aunque el espacio público debería ser inclusivo, a menudo se destina a ciertos grupos y formas de uso específicas. Así, la investigación demuestra la importancia de la enseñanza de la Geografía para fomentar una perspectiva crítica y ciudadana sobre la ciudad y el espacio público, esencial para construir una sociedad más democrática e inclusivaItem A geografia escolar e a linguagem cartográfica no contexto da reforma do Ensino Médio, da BNCC e do DRC/MT: uma análise em uma escola pública de Nova Xavantina/MT(Universidade Federal de Goiás, 2024-10-11) Nascimento, Marinalva Ferreira do; Richter, Denis; http://lattes.cnpq.br/9664892428037820; Richter, Denis; Zucherato, Bruno; Moraes, Loçandra Borges deSchool Geography aims to contribute to the formation of conscious citizens, capable of understanding and analyzing the complex interactions between society and the environment, from a spatial context, and aiming at the imminence of active and responsible participation in social life. However, with the educational changes introduced by Law 13,415/2017 and the implementation of the National Common Curricular Base (BNCC), Geography teaching in High School faces quite concerning challenges, as changes in the curriculum matrix negatively affect the teaching-learning process of students, especially regarding geographical knowledge and cartographic language. In this context, this research aimed to analyze the presence and articulation of cartographic language in the teaching of Geography at a public school in Nova Xavantina, in the state of Mato Grosso, in light of the High School reform. The objectives include understanding the elements that influenced the reform, evaluating the impact of the BNCC on Geography teaching, analyzing the didactic material, and identifying the challenges faced by Geography teachers in the new educational context. Regarding methodology, the research is qualitative, with data collection using a focus group and a semi-structured questionnaire with High School Geography teachers, enabling an analysis of the pedagogical practice and the challenges faced from the perspective of the reform. In this scenario, we discussed some essential points, such as the reform implementation process that disregarded the precarious infrastructure of schools in the country; the way Geography is diluted into a large area, and the reduction of the workload of the Geography subject. We present a discussion that analyzes the presence of cartographic language in the BNCC of High School, highlighting the relevance of Cartography for Geography teaching. Additionally, an analysis was made of how cartographic language is integrated into the Geography content present in the High School didactic material of Mato Grosso, created by the Getúlio Vargas Foundation (FGV). Furthermore, we addressed the origin of Cartography and its function as an instrument of state power, as well as discussing cartographic language as an essential proposal for the development of students' geographical reasoning. In this context of investigating Geography teaching, with an emphasis on cartographic language, within the scope of the current High School reform in Brazil, the results reveal a panorama of regression in the geographical education of students and highlight the precariousness of public education. The conclusions highlight the challenges and impacts on teaching practice, contributing to the discussion about the need for improvement in educational policiesItem Utilização de drones como suporte à gestão de segurança e infraestrutura na Universidade Federal de Goiás(Universidade Federal de Goiás, 2024-08-26) Silva, Ubirajara Pereira; Ferreira, Manuel Eduardo; http://lattes.cnpq.br/4498594723433539; Ferreira, Manuel Eduardo; Alves Júnior, Leomar Rufino; Luiz, Gislaine CristinaIn recent decades, the application of emerging technologies has revolutionized security and infrastructure management in educational institutions, promoting greater efficiency in public spending and faster response for users: students, educational technicians, teachers, and the academic community. This research aimed to evaluate some remote sensing techniques based on unmanned aerial vehicles (drones) equipped with RGB and thermal sensors to support the safety and physical maintenance protocols of the Federal University of Goiás. Thus, applications in internal surveillance, especially in areas covered by vegetation, as well as in building infrastructure, were considered, in this case focusing on infiltration and water accumulation on roofs, which could enhance the proliferation of arboviruses related to the Aedes aegypti mosquito, transmitter of dengue, chikungunya, zika, and yellow fever. The study was conducted at the Samambaia Campus in Goiânia between the years 2022 and 2024, involving drone flights over dense and sparse vegetation areas (to locate people within these environments), and over selected campus buildings to detect gutter obstructions, water accumulations, and roof damages. We found good potential of the drones in detecting thermal anomalies in sparse forests (indicating the presence of humans), examining damages, and visualizing the conservation state of the University's buildings. The research allowed us to verify the versatility of the technologies employed in monitoring structural conditions, focusing on building roofs, and the security aspect of the Samambaia campus, offering an aerial perspective, notably more efficient than ground inspections. It is concluded that the University administration should be equipped with drones embedded with RGB and thermal imaging sensors, with significant gains in security and infrastructure management.Item O trabalho de campo no Parque Urbano Municipal Itatiaia-Goiânia/GO: contribuições do percurso metodológico de mediação didática como meta para construção do pensamento geográfico no ensino de geografia(Universidade Federal de Goiás, 2024-12-15) Silva, Wanessa Santos; Alves, Adriana Olívia; : http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olívia; Sacramento, Ana Claudia Ramos; Souza, Carla Juscélia de OliveiraSystematized Geography as a science assigns significant scientific and academic relevance to fieldwork as a methodological procedure. In school Geography, fieldwork is considered a teaching proposal that mobilizes various geographical themes. This research advocates the theoretical-methodological approach of fieldwork for teaching integrative geographical themes through didactic pathways for mediation in Geography education. This approach is supported by pedagogical knowledge, specifically the pedagogical content knowledge (Shulman, 2005), and the use of geographical problematizations to develop students’ ability to think geographically and act in their daily practices. The overall objective is to analyze the potential of fieldwork in an Urban Park to mobilize integrated knowledge of physical-natural and social components in education, aiming for the construction of geographical thinking. The specific objectives are: (i) to understand the theoretical-methodological concepts of fieldwork in an Urban Park in the didactic mediation process for Geography teaching; (ii) to relate fieldwork to the integration of physical-natural and social components; (iii) to recognize possibilities of thinking through Geography based on geographical situations, using them as aids for the construction of geographical thinking; and (iv) to evaluate the development and learning of students based on a theoretical-methodological concept of fieldwork, grounded in the construction of geographical thinking. The research justification unfolds on two levels: (a) personal/academic, emerging during undergraduate studies, noticing transformations in learning through fieldwork conducted in Geography studies, with the investigation beginning with a focus on teaching through the research conducted in the undergraduate final paper; (b) professional, present in teaching practice, with the opportunity to conduct fieldwork in Basic Education, confirming its potential in the teaching and learning process. It returns as an academic justification due to the desire to understand, from the perspective of a teacher-researcher, the potential of fieldwork in Geography education in an Urban Park. In this research, Urban Parks are conceived as linked to fieldwork and Geography education as a geographical situation due to the set of relationships in this space, understood as a product of influences between social and physical-natural components in the urban space. The research methodology is qualitative, specifically participant research with collaborative elements, allowing the confrontation of information between the object and the researched subject, facilitating the understanding of reality. The spatial scope of the research is the Itatiaia Municipal Park, located in the Itatiaia neighborhood, North region of Goiânia-GO. The subjects of this research are 8th-grade students from the State Military Police School of Goiás - Waldemar Mundim Unit, located in Vila Itatiaia, in the city of Goiânia-GO. It is concluded that the implementation of fieldwork in an Urban Park based on a theoretical-methodological concept is an effective strategy that allows the integration of daily life with geographical concepts and contents, promoting geographical thinking. Participatory fieldwork develops autonomy based on scientific research and helps solve problems in the studied urban space.Item Análise ambiental integrada da paisagem na bacia hidrográfica do rio Araguaia(Universidade Federal de Goiás, 2022-03-10) Assis, Pâmela Camila; Bayer, Maximiliano; http://lattes.cnpq.br/4552593148328465; Bayer, Maximiliano; Silva, Elaine Barbosa da; Faria, Karla Maria Silva deThe Araguaia river basin – the field of study of this research – is located in an ecological transition area between the two largest biomes in Brazil, the Cerrado and the Amazon, attributing to it, in effect, a state of continuous pressure from agricultural expansion, since the last decades, in order to threaten the integrity of the remaining natural area and the connectivity between these biomes. The Araguaia River is one of the main river in the Brazilian territory, and represents the only major river system in Central and Southern Brazil that has not yet been dammed or affected by other direct human interventions in the channel. Furthermore, it is also characterized as one of the few large free-flowing rivers in South America. The basin also has the important remnants of natural Cerrado vegetation, with important areas for biodiversity conservation, in addition to presenting a complex flood plain, which corresponds to one of the largest and most diverse floodplains in the world (Planície do Bananal) and is characterized by being the most geodiverse in the Cerrado. The paths for the development of this research center on the integrated environmental analysis of the landscape in the Araguaia river basin. Faced with this need, the study of landscape dynamics and geoprocessing techniques through Principal Component Analysis (PCA) were used as theoretical foundations. The construction of this integrated environmental analysis of the landscape involved the acquisition and spatialization of the following environmental data (land use and coverage, pivots, deforestation, fires, conservation units, biodiversity, hydroelectric, caves, quilombola communities, indigenous lands and settlements), considered as essential data for the integrated analysis of the landscape in the Araguaia river basin. Therefore, the interaction between landscape elements, under the approach of geoprocessing and Principal Component Analysis (PCA), made it possible to carry out the main correlations from the Principal Components (CP's) in the Araguaia River watershed in 2019, showingeffective for the study area. The Analysis by Principal Components showed that there was about 72% of the total variability of the data; of these, the categories of caves, endangered and endemic species, fires, hydroelectric, deforestation and conservation units showed more correlations. It is also worth noting that the remaining Savanna Formation areas are a priority area for conservation, as they represent the natural vegetation that comprises a large part of indigenous territories and conservation units, as well as the highest occurrence of endemic species in the hydrographic basin. However, this region, for 2019, represented the area with the highest rate of deforestation and number of fires.Item Trajetórias sócioespaciais de estudantes quilombolas de Cedro e Buracão: desafios e perspectivas educacionais em Quilombos no Sudoeste Goiano(Universidade Federal de Goiás, 2011-10-25) Furtado, George da Cunha; Ratts, Alecsandro José Prudêncio; http://lattes.cnpq.br/0348844638764982; Ratts, Alecsandro José Prudêncio; Botelho, Denise Maria; Souza, Vanilson Camilo deThe dissertation investigates the socio-spatial trajectories of quilombola students, highlighting how the quilombola population remains marginalized in the Brazilian educational structure. Focusing on quilombola communities in the state of Tocantins, specifically in Quilombos Cedro and Buracão, the research identifies that the search for formal education is often hampered by logistical challenges, lack of resources and racism. School, seen as a means of entering the "white world", fails to adequately meet quilombola needs, exacerbating educational and racial inequalities. The trajectories of these students are marked by displacements in search of better educational and work opportunities, reflecting historical racial and socioeconomic inequalities. In addition to migratory challenges and institutional resistance, the research reveals the urgent need for public policies that promote inclusive and anti-racist quilombola education. The investigation also addresses the history of black education in Brazil, highlighting how persistent barriers limit the educational access and social mobility of quilombolas. The experiences of these students are characterized by a continuous fight against racism and the search for full citizenship, highlighting the importance of affirmative actions and an education that recognizes and values ethnic and cultural diversity. The dissertation reveals that the school trajectories of quilombolas are deeply intertwined with issues of identity, territory and the struggle for rights, pointing to the urgent need for transformations in the Brazilian educational system. The life stories of quilombola students reflect the demographic transformations in the communities, with displacements motivated by the search for education and employment. The dissertation also examines the absence of a specific educational project for quilombolas in Goiás, highlighting the need for a detailed survey of the educational demands of these communities for an education that considers their experiences, life stories and community values. Ultimately, the research points out that the school trajectories of quilombolas reveal the importance of a contextualized and inclusive education, capable of promoting social justice and combating the historical and contemporary inequalities that these students face.Item A concepção integrada das bacias hidrográficas na geografia escolar(Universidade Federal de Goiás, 2024-08-26) Faria, Stephani da Cruz; Alves, Adriana Olivia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olivia; Queiroz, Fabiana Rodrigues Oliveira; Oliveira, Karla Annyelly Teixeira deThe main objective of this research is to evaluate the potential of an integrated conception of river basins, together with the theoretical-methodological path, for the integrated understanding of river basins among schoolchildren. Oriented from the perspective of qualitative research, the investigation presents itself as action research, Thiollent (2022) and presents as a problem, “How can the river basin contribute to an integrated approach to the physical-natural and social components in School Geography?”. During the research, a methodological journey will be carried out together with the students, focusing on the Lajinha stream watershed. Along the way, activities will be developed, which generate the understanding of the concept of the river basin unit, and the understanding of its dynamics and functionalities in a tangible way, by relating the concepts presented to the situations of the local basin, the place where the students live. The investigation will focus on students in the sixth year (in which I am a leading teacher), in the final years of elementary school, since the content of river basins and the physical-natural components are planned to be worked on at this stage in the curricular documents. Throughout the process we will rely on the methodological path of Cavalcanti (2019), presented by the author for mediation in the teaching of geography. All stages of the journey and it as a whole, present in its development the stages of problematization, systematization and synthesis, with the purpose of encompassing the student's reality and relating their everyday knowledge to scientific knowledge. The methodological proposals of the route include the use of different languages and strategies to approach river basins, from the use of conceptual systems, maps, photographs and reports, to the elaboration of simpler representation models such as the leaf of the tree, and more designed like the model. In this way, students will have several possibilities to understand and represent, as well as have a geosystemic vision in the theoretical construction of their place of experience materialized in the geographic landscape. It is believed that the result of the research will present the development of an integrated conception of the physical-natural and social components of the river basins of the schoolchildren participating in the research, so that they relate the knowledge acquired with their daily experience and citizenship.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 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 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.