Doutorado em Geografia (IESA)

URI Permanente para esta coleçãohttp://200.137.215.59/tede/handle/tde/281

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Interações entre Cerrado e Amazônia: avaliação de cenários sobre as mudanças no uso das terras para 2030, 2050 e 2100
(Universidade Federal de Goiás, 2025-11-07) Frazão, Ana Paula Rodrigues Feitosa; Ferreira, Manuel Eduardo; http://lattes.cnpq.br/4498594723433539; Ferreira, Manuel Eduardo; http://lattes.cnpq.br/4498594723433539; Oliveira, Ivanilton Jose de; http://lattes.cnpq.br/4172719252263913; Amaro, Venerando Eustáquio; http://lattes.cnpq.br/4215328958233942; Oliveira, Adriano Rodrigues de; http://lattes.cnpq.br/1909084450648691; Silva, Elaine Barbosa da; http://lattes.cnpq.br/0056241036193048
The conversion of natural ecosystems into agricultural areas has been one of the main drivers of environmental change in Brazil, especially in the Amazon and Cerrado biomes, which concentrate much of the country’s agricultural production and carbon stock. Understanding the possible future trajectories of these landscapes is essential to guide conservation policies and the sustainable use of the territory. This study analyzed the future trajectories of land use and land cover in the Amazon and Cerrado biomes, modeling scenarios up to 2100 based on different deforestation rates and contexts of anthropic pressure. The results indicate that the Cerrado tends to be depleted more quickly in the early decades, with high annual losses of native vegetation between 2030 and 2050, while the Amazon absorbs most of the pressure in the long term, with accelerated deforestation rates between 2050 and 2100. This dynamic reveals the strong interdependence between the biomes, as the reduction of available areas in the Cerrado drives expansion into the Amazon. The discussions highlight that agricultural expansion can occur without new deforestation, making use of already cleared areas, but this depends on land-use planning policies and the sustainable intensification of livestock. Moreover, the effectiveness of public policies, such as the Forest Code, and private commitments, such as the Soy Moratorium and Cattle Agreements, is crucial to contain native vegetation conversion. Integrating these instruments and extending their application to the Cerrado could avoid significant carbon emissions and contribute to biodiversity conservation. The study concludes that the future of the Amazon and Cerrado will depend not only on deforestation rates but also on the capacity to implement productive strategies that decouple agricultural expansion from forest suppression. Livestock intensification, the use of already cleared lands, and the effective adoption of public and private policies are central paths to align agricultural production with environmental conservation.
A Geografia Escolar no IF Goiano numa perspectiva da Educação Profissional Técnica de Nível Médio (EPTNM): propostas e práticas
(Universidade Federal de Goiás, 2025-10-21) Novais, Simone Francisca de; Souza, Vanilton Camilo de; http://lattes.cnpq.br/1374656969635983; Souza, Vanilton Camilo de; http://lattes.cnpq.br/1374656969635983; Portela, Mugiany Oliveira Brito; http://lattes.cnpq.br/0535326164299694; Alves, Amone Inácia; http://lattes.cnpq.br/4562850692564105; Richter, Denis; http://lattes.cnpq.br/9664892428037820; Oliveira, Karla Annyelly Teixeira de; http://lattes.cnpq.br/7770431547268850
The theme addressed in this research is the teaching of School Geography at IF Goiano from the perspective of Professional Technical Education at the Secondary Level (EPTNM): proposals and practices, with the general objective of understanding the potential of School Geography in its integration with Professional Technical Education. More specifically, the objectives were: a) To identify the educational policies implemented at IF Goiano to promote the integrated curriculum in Integrated Technical Secondary Education and its articulation with the Geography of the National Common Curricular Base (BNCC); b) To recognize the core of School Geography in the proposals and practices in Integrated Technical Secondary Education at IF Goiano; c) To characterize the teaching practices of Geography in Integrated Technical Secondary Education at IF Goiano, identifying the effectiveness of the didactic approaches to geographical content in this practice; d) To analyze the dimension of integration of Geography with the other curricular components of Professional Technical Education at the Secondary Level for the implementation of proposals for Integrated Technical Education at the Secondary Level at IF Goiano. The research problem lies in the observed fragility of this integration, demonstrating the need to develop a concrete and functional articulation between the systematized knowledge of Geography from the National Common Curricular Base (BNCC) and the knowledge of the curricular components of Vocational Technical Education. The methodological approach developed was based on qualitative research, guided by the dialectical method, consisting of the following steps: theoretical research, documentary research, and field research. Semi-structured interviews were conducted for data collection. Illustrations were made with photographic records and maps. Thus, the application and subsequent analysis of the Didactic Mediation Proposal and the Didactic Path formulated by Cavalcanti (2014, 2019) and Portela (2017) were carried out, which prove capable of integrating Geography into Vocational Technical Education without losing its specificities and the constitutive core of the science. The results of this thesis demonstrate that School Geography has potential for integration with Vocational Technical Education, provided it promotes a systematized and intentional teaching practice, mediated towards the purpose of meaningful teaching and learning and the civic education of students. Regarding the integrative didactic-pedagogical practice in Geography, it involves the pursuit of establishing the inseparability between disciplinary knowledge and pedagogical knowledge. Thus, it was found that the integrative pedagogical practice in Geography shows numerous possibilities for realizing the integration of Geography into the curricular components of Vocational Technical Education in a concrete, effective, and functional way. Therefore, it was concluded that the contributions of teaching School Geography in Integrated Technical High School are linked to the need for didactic-pedagogical guidelines capable of supporting both didactic mediation and the specific didactics of the area, in addition to promoting a transformative and feasible teaching practice within the institutional context in which teachers are involved. Furthermore, such guidelines should serve as tools capable of fostering creativity and innovation in the teaching profession
O impacto do Fundeb nos municípios do estado de Goiás - 2018/2022
(Universidade Federal de Goiás, 2025-12-12) Dionizio, Daiane Cristina Pereira; Borges, Ronan Eustáquio; http://lattes.cnpq.br/3781116210567482; Borges, Ronan Eustáquio; http://lattes.cnpq.br/3781116210567482; Oliveira, Ivanilton Jose de; http://lattes.cnpq.br/4172719252263913; Salgado, Tathiana Rodrigues; http://lattes.cnpq.br/0453450405323422; Calaca, Manoel; http://lattes.cnpq.br/1893714192029341; Marques, Ana Carolina de Oliveira; http://lattes.cnpq.br/0307241378042814
This study developed a geographical and theoretical reading regarding the financing of Basic Education in the state of Goiás, Brazil, especially in municipalities with small populations, focusing on the Fund for the Maintenance and Development of Basic Education and the Valorisation of Education Professionals (FUNDEB) as the prime object of analysis and expression of the relationship between State, territory and inequality. Based on theories of Milton Santos, the thesis moved away from normative interpretations and sought to understand the materiality of educational financing and its effects on society. The study was based on the principle that education, as a public policy, reveals the structural contradictions of Brazilian fiscal federalism, especially when observed in small population municipalities, whose tax base is restricted and possess limited technical capacities. A critical and interdisciplinary approach was applied to the study, articulating geography, education, and economics based on authors such as Santos (1996, 2002), Bourdieu (1986), Araújo (2013), Davies (2021), and Amaral et al. (2021). The theoretical-empirical analysis confirmed that FUNDEB fulfils a redistributive and supplementary role, but that its effectiveness is conditioned by inequalities of economic base, territorial scale, and institutional capital. Although the funding expansion of the Federal Government's complementation (Constitutional Amendment No. 108/2020) has improved the investment capacity, the redistribution model focused on students’ enrolment remains limited because it does not take into consideration fixed costs and local particularities, which reinforces the need for a territorial sensitivity in weighting the fund distribution criteria. The predominance of personnel expenses, the lack of planning, and technical difficulties revealed that the funding operates within an unequal system, closer to a logic of compensation than to full equity. From a theoretical point of view, the research demonstrated that FUNDEB is not only an accounting instrument, but a spatialized policy that materializes the territorial selectivity of the State. Space, in this understanding, is a fundamental explanatory category: it expresses inequalities and unequal capacities to implement policies. Thus, the understanding of FUNDEB goes beyond the financial debate, inserting itself in the field of critical geography and the theory of distributive justice, in which the challenge of educational equity is also revealed as spatial and structural.
Métodos de ensino nos processos formativos de professores de geografia em universidades federais do Pará
(Universidade Federal de Goiás, 2026-03-20) Silva, Leildo Dias; Souza, Vanilton Camilo de; https://lattes.cnpq.br/1374656969635983; Souza, Vanilton Camilo de; Ascenção, Valéria de Oliveira Roque; Libaneo , Jose Carlos; Cavalcanti, Lana de Souza; Castilho, Denis
The teaching method in the training of Geography teachers and its articulation with other methods is a central theme of this research. Therefore, the following questions were posed: can the absence or fragility of the epistemological foundations of Geography lead to a weakness in the teaching methods of future Geography teachers? If so, is this weakness expressed by the lack of articulation of teaching methods with philosophical methods in the initial training of Geography teachers? Thus, the general objective was to understand teaching methods in their possible articulations with philosophical, scientific, pedagogical, and didactic methods as elements that can contribute to the training of teachers in Geography undergraduate courses at federal universities in the state of Pará. The methodology was configured through a qualitative approach to the production and interpretation of data, which were produced from a literature review that touched upon teaching methods, philosophical methods, epistemology of Geography, and didactics of Geography. Regarding the documentary aspect, the curricular documents of the Geography undergraduate courses at the Federal Universities of Pará were analyzed. For the production of empirical data, three subjects in the initial teacher training were observed, and the professors who taught them were interviewed. The interpretations of this data were made through the lenses of critical geography and historical-cultural theory. The most eloquent results highlight that the teaching method is guided by philosophical, scientific, pedagogical, and didactic methods. These methods materialize in the teaching and learning process through the teaching method. Regarding the curricular documents, a training oriented by a weak foundation in terms of methods is noted in most of the courses analyzed. In teaching practice, a certain articulation of philosophical and scientific methods was observed in the teaching method. However, there are elements that enhance teacher training: teaching for the development of concepts, developing lenses for reading and intervening in socio-spatial inequalities, and others that weaken it, such as teaching based on empiricism and experience. It was concluded that the teaching method is primarily directed by the teachers' philosophical conceptions of methods, constituting the most guiding element in the selection, framing, and approach to teaching content. Therefore, the teachers' philosophical foundations guide the other methods: the geographical, the pedagogical, and the didactic. It is further concluded that the teaching method, when articulated with other methods in initial teacher training, enhances the development of a thought process peculiar to the Geography teacher: the geographical and pedagogical thinking of the Geography teacher. When teaching Geography content, a conceptual system specific to this science is mobilized, that is, its epistemology, which is produced by, and simultaneously produces, the scientific method of geographical science.
Didática na Formação do Pensamento Geográfico do Professor: componentes teórico-práticos para a formação inicial
(Universidade Federal de Goiás, 2025-08-25) Navarro, Daniel Fernando Sanchez; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Callai, Helena Copetti; http://lattes.cnpq.br/7425467026617423; Rabelo, Kamila Santos de Paula; http://lattes.cnpq.br/3909334221398121; Oliveira, Karla Annyelly Teixeira de; http://lattes.cnpq.br/7770431547268850; Souza, Vanilton Camilo de; http://lattes.cnpq.br/1374656969635983
Esta tesis está construida dentro del campo de investigación de la formación de profesores de geografía; el estudio investiga cómo la Red Latinoamericana de Investigadores en Didáctica de la Geografía (Redladgeo), en su producción colectiva, puede aportar elementos para una didáctica de la educación superior para la formación inicial de profesores de geografía con enfoque en el desarrollo del Pensamiento Geográfico; para ello, adopta un enfoque hermenéutico-crítico que conjuga la fusión de horizontes de Gadamer con la crítica ideológica de Habermas, apoyándose em la interlocución entre la revisión de literatura, el estado del arte y el análisis de dos eventos virtuales, dos manifiestos y diez entrevistas trianguladas entre sí. Identifica categorías centrales como Pensamiento Geográfico y Enseñanza-Aprendizaje de la Educación Superior y Formación. Como resultado del análisis se puede afirmar que los discursos de Redladgeo fortalecen las dimensiones académica, escolar, aplicada y cotidiana del pensamiento geográfico, al mismo tiempo que revelan tensiones entre perspectivas hegemónicas y contrahegemónicas con las cuales el enfoque hermenéutico-crítico puede construir teoría y proponer lineamientos para la emergencia de un campo necesario para la didáctica, el de la formación de profesores de geografía, así como para su desarrollo profesional.
Análise da qualidade ambiental em remanescentes de Cerrado por meio de avaliação in loco e sensores remotos multiescalares
(Universidade Federal de Goiás, 2024-04-05) Passos, Joelson de Souza; Jesus, Andrelisa Santos de; http://lattes.cnpq.br/9279471449282134; Ferreira, Manuel Eduardo; http://lattes.cnpq.br/4498594723433539; Ferreira, Manuel Eduardo; http://lattes.cnpq.br/4498594723433539; Faria, Karla Maria Silva de; http://lattes.cnpq.br/2186337194534589; Bueno, Guilherme Taitson; http://lattes.cnpq.br/1585424190030655; Almeida, Rherison Tyrone Silva; http://lattes.cnpq.br/8902184066848136; Jesuz, Cleberson Ribeiro de; http://lattes.cnpq.br/2690520618826829
Environmental quality monitoring in remnants of native vegetation is an important step for biodiversity conservation in ecosystems such as the Cerrado, which are threatened by intensive land use in a context of ongoing climate change. This assessment typically faces challenges related to spatial coverage and precision: traditional field-based methods cover small areas at high cost, whereas the predominant use of Remote Sensing data at medium–high and/or moderate spatial resolution is often not accompanied by field protocols that ensure the reliability and suitability of environmental and cartographic products for monitoring objectives. In this context, the general objective of this thesis is to develop and evaluate a set of methodological procedures that integrate advanced remote sensing techniques, based on airborne and orbital platforms, with in situ environmental quality assessments. More specifically, it aims to understand how remote sensing products, including vegetation indices derived from RGB aerial images, capture interactions among vegetation, water quality and overall ecosystem health, using a multisensor and multiscale approach. Different methodological tools were employed, including literature review; acquisition and processing of Planet and Sentinel-2 satellite images; fieldwork using an Unmanned Aerial Vehicle (UAV/drone); application of the Rapid Assessment Protocol (RAP) to characterize environmental quality in vegetation fragments; measurements of physicochemical water parameters with a multiparameter probe; organization of a geographic database; statistical analyses (with emphasis on Principal Component Analysis and regression models); and the production of thematic maps. The results indicate significant correlations between vegetation indices obtained from remote sensing and biophysical–chemical data, with a predominance of environmental quality classes classified as “High” and “Moderate” in more than 60% of the sampled sites, according to the criteria adopted. A consistent correlation was also observed between Principal Component Analysis (PCA) and physicochemical water parameters, highlighting the role of variables such as pH, total dissolved solids (TDS) and electrical conductivity. The integration of the PAR with remote sensing data from UAV, Planet and Sentinel-2 enabled the assessment of environmental quality considering multiple landscape aspects, such as channel geomorphology and land use/land cover. The spectral indices GLI, PRI, RGR, TGI and VARI proved effective in discriminating environmental quality classes, evidencing the potential of remote sensing techniques integrated with in situ evaluations for detailed monitoring of areas impacted by human activities. The proposed method showed adequate capacity to identify both conserved areas and stretches requiring restoration, a capacity enhanced by the integration of multisensor and multiscale data. Taken together, the results demonstrate the potential of these techniques for monitoring and evaluating environmental assets of the Cerrado, such as water, soil, climate and biodiversity, at multiple spatial and temporal scales, providing support for public policies and conservation strategies in this critical and threatened biome.
Dinâmica hidrogeomorfológica e vulnerabilidade hídrica em diferentes sistemas hidrogeológicos na Bacia do Rio Cabaçal-MT
(Universidade Federal de Goiás, 2025-09-26) Félix, Evandro André; Cabral, João Batista Pereira; http://lattes.cnpq.br/1914332507525986; Célia Alves de; Cabral, João Batista Pereira; http://lattes.cnpq.br/1914332507525986; Souza, Célia Alves de; http://lattes.cnpq.br/4260661798494235; Ramalho, Fernanda Luisa; http://lattes.cnpq.br/1701287974999809; Lucena, Leandson Roberto Fernandes de; http://lattes.cnpq.br/4673404543485023; Becegato, Valter Antonio; http://lattes.cnpq.br/3196823526572670
The dynamics of the hydrological cycle and water availability are conditioned by the complex interaction between environmental components and anthropic activities. In this sense, this dissertation's main objective was to evaluate the dynamics of surface and groundwater in different litho-hydrogeological systems through hydrogeomorphological characterization. The research sought to answer which environmental factors and processes control the hydrological cycle and how the physical properties of each component, associated with anthropogenic factors, determine the levels of water vulnerability and water availability in the landscape. The central hypothesis maintains that geological units, by conditioning morphogenesis and pedogenesis, are the determining component of the cyclical dynamics of water, and that indicators such as the Curve Number (CN), Available Water Capacity (AWC), and Total Soil Moisture Storage Capacity (STC), and water balance, associated with processing techniques, have predictive potential for patterns of water availability. To test the hypothesis, the methodology integrated the analysis of primary and secondary data, with office and field work, between 2023 and 2024. Three sub-basins with distinct hydrogeological characteristics in the headwaters of the Cabaçal river basin (MT) were analyzed: Piraputanga (granular-fissured), Cachoeirinha (fissured), and Corgão (mixed). The procedures included geological, geomorphological, pedological, and climatic characterization, monitoring of streamflow and the water table, and analysis of land use and land cover. The Analytical Hierarchy Process (AHP) method and Geographic Information System (GIS) tools were used to create the hydro geomorphological vulnerability map. The results revealed distinct patterns of hydrological response. The Piraputanga sub-basin demonstrated low water vulnerability, with high infiltration and storage capacity, attributed to the predominance of porous rocks (Utiariti Formation) and deep soils (Quartzarenic Neosols), resulting in greater water resilience. The xiii Cachoeirinha sub-basin showed moderate vulnerability, with infiltration limitations due to the dominance of crystalline rocks and intensive land use for cattle ranching, which aggravates sensitivity to dry periods. The Corgão sub-basin exhibited the most critical scenario, with high vulnerability resulting from the combination of a low-porosity substrate, shallow soils, and intense anthropic intervention, such as a high density of dams, resulting in an intermittent flow regime and severe water fragility. The research concludes that the interactions between geological and pedological components are determining factors of the hydrological cycle and that vulnerability mapping, validated by field data, constitutes an effective tool for the diagnosis and management of water resources in river basins.
Análise geoespacial do processo erosivo hídrico linear no estado de Goiás e Distrito Federal
(Universidade Federal de Goiás, 2020-04-30) Rodrigues, Hellbia Samara Moreira de Carvalho; Castro, Selma Simões de; http://lattes.cnpq.br/4460827622247417; Luiz, Gislaine Cristina; http://lattes.cnpq.br/4310433384519387; Silva, Elaine Barbosa da; http://lattes.cnpq.br/0056241036193048; Castro, Selma Simões de; http://lattes.cnpq.br/4460827622247417; Silva, Laura Fernanda Simões da; http://lattes.cnpq.br/2235270776321472; Kertzman, Fernando Facciola
The intense conversion of the Cerrado into agricultural and livestock areas resulting from the expansion of the agricultural frontier, especially since the second half of the last century, led to the incorporation of their lands into the national productive system, based on an agroexport model anchored in commodities, especially associated with the binomial meat and grains. Despite being economically successful, this process caused a reduction of its continuous area by about 50% and several environmental impacts, such as deforestation and occupation of sensitive areas accompanied by the development of water erosion processes. Such processes, in the form of ravines and gullies, especially medium and large, have been extensively studied in the Southwest of Goiás, where factors favorable to their development dominate. However, there was no study of the preferential distribution of the existing erosive foci, nor of the conditions and their susceptibilities on the state scale. The present thesis started from the hypothesis that the linear water erosion process results from favorable conditioning factors related to the physical and biotic environment, which gives them greater susceptibility, and also to the discrepancy in land use and management. The objective of the thesis is to analyze the preferential distribution of linear erosive foci in the state of Goiás and its interrelationships with the components of the physical and biotic environment, in order to identify the critical areas and the respective attributes that indicate the process. The methodological strategy was based on a decreasing geospatial multi-scalar approach accompanied by physical-based geocartography, starting with the inventory and mapping of erosive outbreaks (focus) with the aid of remote sensing and geoprocessing, using Geographic Information System (GIS). It´s proceeded with the elaboration of the isodensity map of the outbreaks that allowed the identification of Critical Areas, with a greater density of outbreaks. Next, two areas of the most critical ones were selected, which were analyzed in detail regarding the morphopedological compartmentalization, the erosive susceptibility and its relationship with the distribution of the erosive outbreaks and the conditioning factors of the physical and biotic environment, in order to identify the main causes of the process. The results revealed 5 Critical Areas in the State, the largest being in the Southwest region, in which the predominance of outbreaks is located in the morphopedological compartments supported by sandy soils with high erodibility, in flat to smooth undulating reliefs, with high water erosion susceptibility and predominant use with pastures, although without discrepancy in use. It is concluded that the management of susceptible areas is not adequate and is the main responsible for the erosive occurrence in the most critical areas.
O Cerrado no ensino de geografia: perspectivas, desafios e ressignificação conceitual
(Universidade Federal de Goiás, 2025-04-15) Mendes, Samuel de Oliveira; Morais, Eliana Marta Barbosa de; http://lattes.cnpq.br/3615558165803518; Morais, Eliana Marta Barbosa de; http://lattes.cnpq.br/3615558165803518; Jesus, Andrelisa Santos de; http://lattes.cnpq.br/9279471449282134; Evangelista, Armstrong Miranda; http://lattes.cnpq.br/7014398522711293; Oliveira, Ivanilton José de; http://lattes.cnpq.br/4172719252263913; Alves, Adriana Olivia; http://lattes.cnpq.br/2629325348519209
El Cerrado se configura como una de las principales formaciones paisajísticas de Brasil, constituido por la integración de componentes físico-naturales y una cultura singular que expresan múltiples relaciones, dimensiones y significados socioespaciales. Sin embargo, en las últimas décadas, sus territorios han sido apropiados por el capital especulativo del agronegocio, que lo reduce a la condición de área destinada a la expansión de la frontera agrícola. Este proceso, sostenido por la lógica del uso intensivo de la tierra, no solo impone nuevas dinámicas a la organización espacial, sino que también reconfigura las representaciones sociales sobre el Cerrado, incidiendo en la forma en que los sujetos —especialmente estudiantes y docentes— perciben y representan su(s) paisaje(s). La problemática que orienta esta tesis consiste, por lo tanto, en investigar cómo ha sido concebido el Cerrado en los procesos de enseñanza y aprendizaje, así como en proponer otras perspectivas que superen su visión restrictiva y homogénea, reconociéndolo en su totalidad como espacio de vida, de simbologías, de cultura y de resistencia. Considerando que la educación está intrínsecamente vinculada a la sociedad, las temáticas relacionadas con el Cerrado, de alguna manera, también se hacen presentes en la cotidianidad de las instituciones educativas. Desde la perspectiva del materialismo histórico-dialéctico, esta investigación buscó comprender cómo el Cerrado ha sido abordado en la enseñanza de la Geografía, analizando las posibilidades de su resignificación conceptual. Sostenida en los supuestos de la investigación cualitativa, la indagación adoptó como procedimientos el estado del conocimiento, el análisis de contenido, la aplicación de cuestionarios, entrevistas semiestructuradas y el análisis documental. El estudio se desarrolló transitando desde la formación inicial en la licenciatura en Geografía hasta el trabajo realizado por profesionales de este campo en la educación básica. Los análisis de las tesis indicaron que los temas que asumen protagonismo en los trabajos son la vegetación y el agronegocio, con un énfasis notable en la escala conceptual de Bioma. A partir del análisis de los Proyectos Pedagógicos Curriculares (PPC) de los cursos de licenciatura en Geografía, se observó que, tanto por las asignaturas ofrecidas como por las referencias bibliográficas, el Cerrado tampoco adquiere un relieve significativo. Los cuestionarios aplicados a estudiantes ingresantes y egresados de la licenciatura en Geografía revelaron que las preferencias de los docentes universitarios, al debatir sobre el Cerrado, orientan las discusiones predominantemente hacia la escala conceptual respaldada por las investigaciones. En cuanto a su tratamiento como contenido en la Geografía escolar, tanto en los materiales didáctico-pedagógicos como en las clases, el Cerrado continúa siendo presentado a partir de supuestos que refuerzan una perspectiva reduccionista, centrada en la vegetación stricto sensu. No obstante, los enfoques establecidos en la relación entre universidad y escuela, que orientan esta investigación, señalan posibilidades de resignificación conceptual. Dichas posibilidades emergen de tensiones que, sin desconsiderar la vegetación, amplían su comprensión. Estas aproximaciones se fundamentan en perspectivas integradoras, que articulan los componentes físico-naturales y se sustentan en metodologías de enseñanza orientadas a la construcción de conceptos y al desarrollo del pensamiento geográfico, como los sistemas conceptuales, proponiendo una mirada del Cerrado en sentido de completitud.
O processo de inserção do estado do Tocantins na dinâmica territorial do agronegócio: a virada das commodities
(Universidade Federal de Goiás, 2025-09-05) Costa, Delismar Palmeira; Santos, Roberto de Souza; http://lattes.cnpq.br/2759802894099749; Calaça, Manoel; http://lattes.cnpq.br/1893714192029341; Calaça, Manoel; http://lattes.cnpq.br/1893714192029341; Borges, Ronan Eustáquio; http://lattes.cnpq.br/3781116210567482; Lira, Elizeu Ribeiro; http://lattes.cnpq.br/0986187661026615; Dias, Reges Sodré da Luz Silva; http://lattes.cnpq.br/2155473636679484; Mauro, Rogério Antônio; http://lattes.cnpq.br/0768097851099762
Resumo
Geografia e educação das relações étnico-raciais: a implementação da Lei nº 10.639/03 nos currículos de Licenciatura em Geografia das universidades públicas federais brasileiras
(Universidade Federal de Goiás, 2025-09-29) Nascimento, Fernando José Primo do; Ratts, Alecsandro José Prudencio; http://lattes.cnpq.br/0348844638764982; Ratts, Alecsandro José Prudencio; http://lattes.cnpq.br/0348844638764982; Cirqueira, Diogo Marçal; http://lattes.cnpq.br/1457141161560499; Oliveira, Janete Regina de; http://lattes.cnpq.br/0716008773874006; Souza, Lorena Francisco de; http://lattes.cnpq.br/3662610483618187; Alves, Aline Neves Rodrigues; http://lattes.cnpq.br/0021292382475160
This thesis investigates the implementation of Law No. 10.639/03 and the National Curriculum Guidelines for Education on Racial and Ethnic Relations (DCNERER) in the undergraduate Geography programs at federal public universities in Brazil. Based on the analysis of Course Pedagogical Projects (PPCs), Analytical Programs (PAs), and responses to questionnaires sent to the institutions, the study sought to understand how racial and ethnic issues have been addressed in the initial training of Geography teachers. The results reveal some targeted advances and also highlight limitations, such as the predominance of elective courses, and the limited presence of the scientific output of Black intellectuals and Black Geographies in the mandatory subjects dedicated to racial and ethnic issues, as well as the reduced presence of these intellectuals as teaching faculty. The research indicates that, although the current legislation is essential, the effective inclusion of these themes depends on alignment with other public policies, such as the holding of public exams to diversify the faculty of these programs. It is concluded that curriculum transformation is an ongoing process, necessary for the construction of antiracist and decolonial education.
Análise do cenário de perda de solos e sua contribuição ao risco de desertificação no semiárido brasileiro
(Universidade Federal de Goiás, 2025-08-12) Santos, Samuel Alves dos; Santos, Antonio Marcos dos; http://lattes.cnpq.br/8844555807382139; Oliveira, Ivanilton José de; http://lattes.cnpq.br/4172719252263913; Oliveira, Ivanilton José de; http://lattes.cnpq.br/4172719252263913; Jesus, Andrelisa Santos de; http://lattes.cnpq.br/9279471449282134; Barbosa, Gustavo Rodrigues; http://lattes.cnpq.br/8733331352821676; Barbosa Neto, Manuella Vieira; http://lattes.cnpq.br/8546927777023182; Bueno, Guilherme Taitson; http://lattes.cnpq.br/1585424190030655
The soil loss due to water erosion represents one of the main threats to soil health and should be recognized as an urgent issue faced by humanity. Moreover, erosion acts as a contributing factor in the advancement of desertification processes. The Riacho Pontal watershed, located in the semiarid region of Pernambuco, Brazil, has experienced, over the past decades, a worsening of environmental problems, mainly related to soil degradation, such as salinization and, most notably, erosion. Given this context, the following research question was established to guide the development of this study: What is the current estimate of soil loss in the Riacho Pontal watershed, and what are the projections for the future? Thus, the main objective of this study was to assess the relationship between current and future soil loss and to identify the potential contributions to a possible desertification process in the Riacho Pontal watershed, Pernambuco State. To achieve this, geotechnological tools were employed to map soil loss estimates for the year 2023 and to project scenarios for 2060, 2080, and 2100, considering both optimistic and pessimistic conditions. The modeling was carried out through the application of the Revised Universal Soil Loss Equation (RUSLE) within a GIS environment, using ArcGIS 10.8 software. The results indicate a significant increase in the projected soil loss rates, with values exceeding 10 t ha⁻¹ yr⁻¹, particularly in the municipalities of Afrânio and Dormentes (northern portion of the basin), as well as in areas in the southeastern sector (Lagoa Grande) and in Petrolina, where residual landforms such as ridges, hills, mountains, and isolated elevations predominate. Regarding the mapping of current and future scenarios of soil loss contributions to a potential desertification process, the results show an increase in areas classified as having moderate, high, and very high contribution risk over time, in both the optimistic and pessimistic scenarios. In 2023, these areas represented 29.92% of the Riacho Pontal watershed. In the optimistic scenario, projections indicate 37.69% in 2060, approximately 38.53% in 2080, and 36.32% in 2100. In the pessimistic scenario, an increase is also projected: 35.26% in 2060, 36.85% in 2080, and 37.34% in 2100. The areas affected by these contribution risk classes are concentrated in the northern, northwestern, and western portions of the basin, encompassing much of the territory of Afrânio and Dormentes municipalities. To a lesser extent, they also occur in parts of the municipalities of Petrolina and Lagoa Grande. Finally, projections for future scenarios highlight the urgency of restoring areas of Dense/Closed Caatinga vegetation, particularly in the municipality of Afrânio. In these regions, the intensive rearing of sheep, goats, and cattle, combined with charcoal and firewood production, has promoted the removal of vegetation cover, thereby increasing soil loss due to erosion in this part of the basin. Therefore, immediate attention and coordinated actions are required from public authorities, farmers, and livestock producers, through the development of strategies that promote, in the medium and long term, effective alternatives to address the projected conditions.
Viver, ensinar e aprender a cidade por meio do ensino de geografia: perspectivas para formação do pensamento geográfico e formação cidadã em cidades pequenas
(Universidade Federal de Goiás, 2025-08-08) Ferreira, Afonso Vieira; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Cavalcanti, Lana de Souza; http://lattes.cnpq.br/8827112569170294; Vallerius, Daniel Mallmann; http://lattes.cnpq.br/4026328542877017; Silva, Lucineide Mendes Pires e; http://lattes.cnpq.br/5173141863366824; Oliveira, Karla Annyelly Teixeira de; http://lattes.cnpq.br/7770431547268850; Souza, Vanilton Camilo de; http://lattes.cnpq.br/1374656969635983
This research focuses on the relationship between the everyday lives of school-age youth in small towns and the teaching of Geography in schools. It is understood that life itineraries contribute to learning and teaching Geography. However, there are limits and weaknesses in the articulation between students’ urban spatial practices in small towns and Geography education, which hinder the structuring of meaningful teaching and learning processes. The general objective of this study is to analyze the possible articulations and interrelations between urban spatial practices and the teaching of Geography in the construction of learning and civic formation. From this perspective, the specific objectives are: to characterize small towns and the urban daily life of the study’s spatial focus; to identify the urban spatial practices of school-age youth in these settings; to establish relationships and connections between these practices and the teaching of Geography; to understand the role of students’ urban spatial practices in small towns in the process of making sense of geographic themes and content; and to outline formative possibilities, in light of Historical-Cultural Theory, for the teaching and learning process. In line with the research problem and objectives, the theoretical-methodological foundation is based on Historical and Dialectical Materialism, while the methodological approach follows a qualitative, participatory research model. Data and information were produced through of literature review and empirical fieldwork, structured in the following stages: technical observation in eight small towns and eight corresponding schools in the central-eastern region of the state of Tocantins; questionnaires administered to teachers and first-year high school students in the selected schools; and three Focus Group sessions conducted in each of two schools during the third stage of the empirical research. The theoretical and methodological framework for data production draws from Santos (2014a), who emphasizes the dimensions form, structure, function, and process in the understanding of space, while the learning processes are informed by the works of Vigotski (1987, 2000, 2007), Leontiev (1984, 2004, 2010), and Cavalcanti (2014, 2019a). For data analysis, this study adopted the three-dimensional model of Critical Discourse Analysis proposed by Fairclough (2001, 2010). The findings point to a clear gap between the city as lived and the city as taught in Geography classes. They also reveal that students’ daily lives are largely limited to fixed routes taken on foot, during which they observe and interpret different urban spatialities. Furthermore, the study highlights that leisure and recreational activities occur mostly in public spaces such as sports courts, town squares, river beaches, and the school itself. The results also identify ideological and hegemonic aspects, showing that the model of the city students develop through Geography education is that of the large metropolis, an ideal that reinforces their desire to leave their hometowns. In conclusion, the research identifies both limitations and significant potential in exploring the relationship between urban spatial practices and Geography education in the context of small towns.
Território e lugar nos anos finais do Ensino Fundamental: a contribuição do Atlas Escolar Municipal de Cáceres/MT no ensino de geografia
(Universidade Federal de Goiás, 2025-06-24) Silva, Almerinda Auxiliadora de Souza; Bueno, Miriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Miriam Aparecida; http://lattes.cnpq.br/9765282563578698; Juliasz, Paula Cristiane Strina; http://lattes.cnpq.br/6275092777732219; Araújo, Joseane Gomes de; http://lattes.cnpq.br/1683191575242262; Richter, Denis; http://lattes.cnpq.br/9664892428037820; Moraes, Loçandra Borges de; http://lattes.cnpq.br/7404910867602075
This study aims to examine the mobilization of teachers’ knowledge in the context of lower secondary education, with a focus on the geographical concepts of territory and place. Grounded in the methodological principles of qualitative research and collaborative action research, it delineates the research setting and participants, the data collection procedures and instruments, as well as the analytical tools employed. The investigation seeks to identify the challenges encountered by educators, alongside the strategies and resources employed to address these concepts within pedagogical practice. The findings reveal that the teaching materials currently available are insufficient and lack local authorship, thereby underscoring the need for context-specific didactic resources that enable students to interpret and engage with their lived environments. This gap reflects a misalignment between instructional content and the expected learning outcomes, ultimately hindering the effective teaching of core geographical concepts. The development and implementation of the Cáceres Municipal School Atlas emerged as a pedagogical response to this gap. Conceived as a didactic-pedagogical resource, the Atlas seeks to support teaching practices grounded in local knowledge and to provide renewed significance to the notions of territory and place. The study further demonstrates that the Structured Teaching Materials offer limited support in fostering spatial understanding among both teachers and students, thereby highlighting the necessity of enhancing educational resources to promote a more comprehensive grasp of geographic space. This work proposes the articulation between Structured Teaching Materials, the Curricular Reference Documents for the State of Mato Grosso, and the Cáceres Municipal School Atlas as a means of enriching pedagogical approaches. It presents analytical frameworks and recommendations for teaching practice, emphasizing the importance of valuing students’ lived spaces. Through critical reflection on these issues, the study affirms that the use of the Municipal School Atlas enabled educators to construct innovative pedagogical practices, fostering student creativity and imagination while cultivating a collaborative learning environment.
Políticas educacionais e suas implicações na formação e na atuação dos professores de geografia: reflexões no contexto da rede estadual de ensino de Mato Grosso
(Universidade Federal de Goiás, 2025-07-03) Lima Neto, João Carlos de; Souza, Vanilton Camilo de; http://lattes.cnpq.br/1374656969635983; Souza, Vanilton Camilo de; Anderi, Eliane Gonçalves Costa; Silva, Lucineide Mendes Pires e; Alves, Adriana Olívia; Oliveira, Karla Annyelly Teixeira de
In the context of neoliberal reforms of the Brazilian State, educational policies have become objects of interest and intervention, often justified by the perceived need to improve the quality of education and its indicators. Since the 1990s, the ongoing educational reform process has included a set of curricular policies that align teacher education and basic education training with the goals and guidelines established by multilateral economic organizations. More recently, with the implementation of the Common National Curriculum Base (BNCC) in basic education, the neoliberal reform of education has intensified, presenting significant challenges to the training and professional practice of Geography teachers in public schools. In this context, the main objective of this research is to understand the challenges of initial teacher education and teaching work in Geography within the ongoing curricular and educational reforms in the state school system of Mato Grosso. This is a qualitative study involving a group of seven early-career Geography teachers working in public schools in Cuiabá, Mato Grosso. Data collection was conducted through document analysis of curriculum guidelines and proposals, normative documents, educational policies, and pedagogical materials; semi-structured interviews exploring the trajectories and challenges of initial teacher education; and classroom observations of three teachers using teaching materials from a Structured Teaching System. The findings indicate that, in the field of initial teacher education, curricular and pedagogical challenges persist, including the fragmentation and dichotomy of Geography in university curricula, a disconnect between geographical and pedagogical knowledge, and a gap between teacher education institutions and basic education schools. In terms of professional practice, the challenges faced by teachers relate to deteriorating working conditions and relationships, the erosion of teacher autonomy and authorship, attacks on the teaching career, and the push for standardized pedagogical practices. Altogether, the results support the thesis that the educational and curricular policies implemented in the state school system of Mato Grosso, following the BNCC, contribute to the precarization of teacher education and professional work in basic education. They lead to the progressive erosion of teachers’ intellectual roles, autonomy, and authorship, and compromise the teaching of School Geography. As a counter-hegemonic alternative, the study advocates for challenging educational policies, reaffirming the intellectual nature of teaching, and (re)building a collective agenda of struggle and resistance.
A captura da política fiscal do Imposto Territorial Rural (ITR): implicações nacionais e evidências em Goiás
(Universidade Federal de Goiás, 2025-05-07) Aragão, Ana Luísa Santana; Oliveira, Adriano Rodrigues de; http://lattes.cnpq.br/1909084450648691; Oliveira, Adriano Rodrigues de; http://lattes.cnpq.br/1909084450648691; Arrais, Tadeu Pereira Alencar; http://lattes.cnpq.br/7443664433085838; Salgado, Tathiana Rodrigues; http://lattes.cnpq.br/0453450405323422; Mendonça, Marcelo Rodrigues; http://lattes.cnpq.br/2930978785634948; Lima, Leandro Oliveira de; http://lattes.cnpq.br/9322069869687533
This thesis presents the results of an investigation into the capture of the tax policy of the Rural Territorial Tax (ITR) in Brazil and Goiás, from its drafting as a law and the institution of normative instructions to its collection, analyzing its relationship with the land structure and tax inequalities. The study starts from the premise that although the ITR has extra-fiscal potential to discourage land concentration and encourage the productive use of land, it has historically been marked by low collection and inefficiency in its redistributive objectives. In order to understand these dynamics, the research articulates the concepts of the capitalist state and fiscal federalism, contextualizing the role of the tax in shaping the Brazilian agrarian space. The analysis shows how neoliberalism - in its dependent and peripheral form - reinforces fiscal injustices and the regressiveness of the tax system. The low collection of ITR, in turn, reveals the limits imposed by Brazil's political economy, marked by a hybrid bourgeoisie, whose land and financial interests intertwine and project themselves into spaces of state power, hindering structural advances in the tax and agrarian fields. The analysis is conducted on two scales. At a national level, the historical evolution of the ITR is examined, showing how the decentralization of the tax and the self-declaration mechanisms favour under-taxation and the maintenance of privileges in the countryside. On a state scale, at the municipal level, the research delves into Goiás, one of the states with the highest tax collection, to empirically demonstrate how the capture of fiscal policy impacts municipal collections, compromising the tax's fiscal and extra-fiscal functions. The methodological procedures included bibliographical research, data collection and the spatialization of information using thematic cartography. Using spatial data from the RFB, INCRA and IBGE, regional disparities in the effectiveness of the ITR are identified, highlighting its limited function as an instrument of fiscal justice. The results indicate that the low collection of ITR is not only a reflection of inefficiencies that reflect territorial inconsistencies, but also of a political-economic structure that benefits large landowners by maintaining the legal and regulatory structure of the tax. This is reflected in the resistance to updating parameters that could improve more efficient collection and stricter control over rural properties, especially unproductive estates. The analysis of the case of Goiás, based on data from 2020 to 2023, shows that municipalities with strong agricultural activity and a high value of agricultural production tend to have higher tax collection, but even so, the amounts collected are disproportionate to the tax potential of the land. The research contributes to the debate on land taxation and the role of the state in regulating the agrarian space, demonstrating that the capture of ITR tax policy by classes and fractions of classes linked to the agribusiness sector reinforces inequalities in the distribution of land and public resources. By highlighting national appearances and empirical evidence in the municipalities of Goiás, the study problematizes the structural limitations of the tax and points to the need for reformulations that could make it a more effective mechanism for social and redistributive justice
Conflitos fundiários e gestão urbana de Parques e Bosques no Município de Goiânia – GO
(Universidade Federal de Goiás, 2024-04-04) Ramos, Helci Ferreira; Santos, Alex Mota dos; http://lattes.cnpq.br/1052954621703195; Nunes, Fabrizia Gioppo; http://lattes.cnpq.br/6168847468343905; Nunes, Fabrizia Gioppo; http://lattes.cnpq.br/6168847468343905; Sousa, Ricardo Fernandes de; http://lattes.cnpq.br/2069327222058709; Carneiro, Vandervilson Alves; http://lattes.cnpq.br/8829096814127142; Lima, Leandro Oliveira de; http://lattes.cnpq.br/9322069869687533; Ferreira, Manuel Eduardo; http://lattes.cnpq.br/4498594723433539
The research aims to analyze the spatial distribution of urban parks and woodlands in Goiânia, seeking to understand the criteria guiding their establishment and their relationship with the population's quality of life. This study focuses on the analysis of land conflicts and urban management of parks and woodlands in Goiânia. Using a Quantitative-Descriptive approach, relevant legislations were examined, environmental and social impacts were identified and evaluated, and the conditions of selected areas were assessed. The methodology employed included data collection from the Cadastre Information Bulletin (BIC), public agencies, and the Goiânia City Hall, such as SEPLAN, AMMA, and the Public Prosecutor's Office of Goiás. Geotechnologies were used for spatial analysis and the creation of a geographic database, allowing for a consistent analysis of the data. Field inspections were carried out to define the environmental, aesthetic, and intended use characteristics of the areas. A selection of five sample parks and woodlands was made based on specific criteria. Interviews and form filling were conducted to collect data directly from users. The results revealed that a significant portion of parks and woodlands face infrastructure problems and lack of structuring, indicating failures in urban management. Legal issues regarding the creation and regulation of areas were examined, highlighting the need for land regularization to ensure legal possession and proper management of these spaces. Irregular occupations emerged as a critical challenge, affecting almost half of the parks and contributing to environmental degradation and social segregation. A series of measures are proposed, including housing policies, combating real estate speculation, simplified land regularization, environmental education, and participatory management, to address these conflicts and ensure equitable access to green spaces, thus promoting urban sustainability in Goiânia. Keywords: Land Conflicts, Urban Management, Parks and Woodlands, Land Regularization, Urban Sustainability. Keywords: Land Conflicts, Urban
Cidade e formação cidadã no ensino de Geografia: desafios curriculares para o Estado do Mato Grosso
(Universidade Federal de Goiás, 2025-04-29) Silva, Valdiney Vieira da; Souza, Vanilton Camilo de; Souza, Vanilton Camilo De; Cavalcanti, Lana De Souza; Bueno, Miriam Aparecida; Deon, Alana Rigo; Santos, Robson Alves dos
In geographical education, curricular issues are influenced by global and national dynamics, although they take on specific forms in the local context. In this context, the following research question arises: to what extent do official curricular policies interact with academic scholarship to promote citizenship education through the teaching of Geography? To address this question, this research sought to understand how the themes of teaching the city and citizenship formation are addressed in the curricular documents (namely the BNCC, DRC-MT, and Sistema Maxi de Ensino handouts) of Geography for Elementary Education (Final Years) in the state of Mato Grosso (MT). Furthermore, how academic production on teaching Geography, which addresses the themes of teaching the city and citizenship formation, relates to the basic education curriculum (Final Years) at MT. The methodological approach was based on qualitative research – bibliographic and documentary research – using Ball's Policy Cycle (1992) and Bardin's Content Analysis (2009). The results demonstrated that the theoretical and conceptual bases underpinning discussions on teaching about the city, citizenship, and curriculum, although influential in academic literature, have difficulties transposing into curricular documents. Furthermore, the analysis of academic production confirmed the importance of teaching about the city for citizenship formation and the challenges regarding the need for a critical and contextualized approach to urban space. The BNCC presents a structure that theoretically recognizes the importance of teaching about the city for citizenship formation, partially aligning itself with the propositions of academic research on the role of Geography in citizenship formation. However, its approach proved to be more prescriptive than reflective, distancing itself from academic propositions that defend a critical perspective on the teaching of Geography, highlighting the tensions between the declared intentions and the effective practices of curricular policies. In turn, the DRC-MT presents an attempt at regional contextualization that dialogues with the propositions of academic research on considering local specificities in teaching Geography. However, the literal reproduction of many BNCC guidelines compromises this intention, confirming academic research studies on the recontextualization of curricular policies. The limited autonomy in local curriculum construction contrasts with academic propositions about the importance of curriculum contextualization. The Sistema Maxi handouts present the most significant distance from academic propositions. Its standardized and decontextualized approach directly contradicts academic propositions about the city as a space for living and social construction. The teaching material prioritizes quantitative and visible aspects of the city, neglecting fundamental issues such as inequality and spatial segregation, elements considered crucial for understanding urban space. The results and discussions presented in this work challenge some academic research premises, especially concerning curricular policies' capacity to promote effective changes in pedagogical practices. While some theorists argue for the transformative potential of curriculum, this research indicates that implementing curriculum policies can paradoxically reinforce traditional and decontextualized practices, mainly when mediated by standardized teaching materials. However, the questions raised in this study do not end here. At the same time, they serve more than to present definitive answers; they invite the academic and school community to keep the debate on the role of teaching geography in citizenship formation alive.
Os mapas e os livros didáticos de geografia: aproximações entre a cartografia Escolar e a linguística
(Universidade Federal de Goiás, 2024-11-18) Mota, Hugo Gabriel da Silva; Bueno, Miriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Miriam Aparecida; Richter, Denis; Moraes, Loçandra Borges de; Vallerius, Daniel Mallmann; Silva, Leosmar Aparecido Da
What is understood by cartographic language in studies related to School Cartography? This is a key question in this PhD work. However, going through its answer is a complex task and requires a dialogue with the trajectory of School Cartography as a field of knowledge, as well as it was necessary to revisit the official curriculum documents and also dialogue with other fields of knowledge. That is the challenge we have set ourselves. To continue on this path, we initially carried out a movement of "looking back" by revisiting the work of great researchers of School Cartography, who over five decades discussed themes related to School Cartography in different contexts and objectives, but who were able to identify weaknesses, resistances and also courageous in proposing solutions to overcome them. This long-lasting and reflexive movement allows us to affirm that School Cartography is a consolidated field of research in the heart of Geography in Brazil. And being a consolidated field, it also allows the identification of recurrent discourses over time, where similar conclusions are repeated and confirmed, even if in terms of space and time, they are completely different. Thus, a first challenge is to overcome the recurrent discourses, that is, to advance in the conclusions and propose new keys for reading and research for the theme. On the other hand, the advancement of research and experiences in teacher training converge to another point of attention, curriculum policies and textbooks. Hence our second question: why don't textbooks change? If there are so many indications of advances in School Cartography and Teacher Training and, more recently, in curricular guidelines, what justifies the resistance of textbooks to maintain illustrative cartographic representations, disconnected from texts or only informative, without exploring the potential of this language. Since the textbook is our basis of investigation, our challenge with this work is to indicate some suggestions and directions so that future didactic materials can incorporate the advances achieved in school Cartography and, thus, overcome the discourses identified here and reach the potentialities of Cartography for the Teaching of Geography. Finally, our third and final question is: What does School Cartography understand by language? Thus, our challenge is to establish a dialogue between School Cartography and Linguistics in order to shed light on the discussion of the concept of language and, thus, propose new perspectives on the conception of cartographic language and its extension and importance for School Cartography.
Apropriação e ritmanálise dos parques urbanos pelas práticas de lazer: análise comparativa do Parque Marcos Veiga Jardim - Goiânia - GO e do Parque Madureira Mestre Monarco - Rio de Janeiro - RJ
(Universidade Federal de Goiás, 2025-03-24) Sousa, Flávia Kênia de Jesus; Maia, Carlos Eduardo Santos; http://lattes.cnpq.br/9080217578713778; Maia, Carlos Eduardo Santos; Batella, Wagner Barbosa; Costa, Carmem Lúcia; Silva, Lucineide Mendes Pires e; Oliveira, Ivanilton José de
This thesis is the result of a research that has examined the rhythm at which citizens currently use, consume, appropriate, and present themselves in urban parks through leisure practices. The methodological foundation of the investigation is a comparative analysis between Marcos Veiga Jardim Park – Goiânia, GO (PMVJ), located in an elite neighborhood, and Madureira Mestre Monarco Park – Rio de Janeiro, RJ (PMMM), situated in the suburbs of Rio de Janeiro. The study employed mixed methods, combining qualitative and quantitative elements, as it considered both measurable data, in explanatory terms, and non-measurable data, in descriptive-comprehensive terms. To achieve this, bibliographic, documental, and rhythmanalytic surveys were conducted, specifically utilizing Lefebvrian Rhythmanalysis at all stages of the research. Interviews with park users were also conducted, featuring both objective and discursive questions to, among other objectives, identify the profile and status of visitors' self-presentation; understand the meanings and perceptions they associate with the parks and how they present themselves in these public spaces; highlight the contradictions between the rhythms of these spaces and those of urban everyday life as a whole; investigate the daily and seasonal rhythmic variations in park appropriations and certain "natural" aspects; assess the benefits, expectations, and demands for these spaces; and question the perspectives and potentialities given by patrimonialization. It is stated that the main concepts worked on in the thesis are rhythms, daily life, urban parks, leisure and heritage, which are clarified based on other complementary concepts, such as citizenship, public space and clothing. The comparative analysis, based on the rhythm analysis of two parks, resulted in significant scientific advances by examining the differences and similarities in the social, cultural and environmental rhythms that define these spaces, as well as in their patrimonialization. Rhythmanalysis, proposed as the central method of this study, sought to understand how rhythms manifest themselves in different contexts and how they influence the experience of space-time. It proved to be extremely relevant for understanding rhythms in the comparison between Marcos Veiga Jardim Park and Madureira Mestre Monarco Park. Thus, it becomes a valuable tool for investigating other rhythms of life in future research.

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