Doutorado em Geografia (IESA)

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

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As chuvas na região de planejamento Sudoeste de Mato Grosso: interrelações entre padrões, variabilidades, tendências e ritmos
(Universidade Federal de Goiás, 2025-12-12) Araújo, Adilson Ribeiro de; Nascimento, Diego Tarley Ferreira; http://lattes.cnpq.br/7583595383127682; Nascimento, Diego Tarley Ferreira; http://lattes.cnpq.br/7583595383127682; Armond, Nubia Beray; https://lattes.cnpq.br/0574218868348046; Fontão , Pedro Augusto Breda; https://lattes.cnpq.br/7615025096908509; Luiz, Gislaine Cristina; https://lattes.cnpq.br/4310433384519387; Alves, Washington Silva; https://lattes.cnpq.br/4627201279617572
Understanding patterns, variability, and trends in precipitation is essential for interpreting climatic dynamics in regions where changes in rainfall regimes impact socioeconomic and environmental dimensions. In the Southwest Planning Region of Mato Grosso (RPSMT), which encompasses Cerrado, Amazonian Transition Forest, and Pantanal, rainfall reflects the operation of atmospheric systems and contemporary processes linked to environmental transformations and land use. The hypothesis posited was one of climatic disarticulation of the regional pluviometric regime, indicated by greater interannual irregularity, intensification of prolonged droughts, and increased extreme events. The general objective was to analyse the spatiotemporal variability of precipitation in the RPSMT, identifying patterns, trends, and their relationships with the atmospheric systems that structure climatic rhythm. Interannual variability was evaluated between 2000 and 2022, whilst trends and extremes were analysed from 1980 to 2022. Climatic rhythm was examined through daily precipitation from two meteorological stations across three standard years (2011, 2014, and 2020), representative of habitual, wet, and dry conditions, considering the operation and participation of mEc, ZCAS, mTc, mP, and mTa. The research was anchored in Geographic Climatology, integrating statistical, geostatistical, and rhythmic analyses, with data from 42 ANA rainfall stations and two Inmet meteorological stations, processed in Excel, R language, Past, and Jamovi. Gaps were filled using Regional Weighting and validated by Double Mass (r² > 0.996). Descriptive statistics, Shapiro-Wilk, Mann-Kendall, Pettitt, and Kruskal-Wallis tests were applied, alongside Spearman correlation and standard year definition by quantiles. The series were grouped into three homogeneous areas through multivariate analysis, and spatial patterns were mapped using IDW and Ordinary Kriging. Extreme indices (ETCCDMI/WMO) were calculated with RClimDex. Precipitation genesis was identified through rhythmic analysis with daily data, synoptic charts, and MODIS/GOES imagery. Results evidenced strong seasonality and spatial heterogeneity. Between 2000 and 2022, the annual average was 1,425 mm, with 83% of rainfall concentrated between November and April, and a latitudinal gradient with maxima in the Amazon-Cerrado transition (1,995 mm) and minima in the Pantanal area (1,148 mm). Interannual variability was moderate (CV = 29%), with 56% habitual years, 22% wet years (2014, 1,775 mm), and 22% dry years (2020, 1,058 mm). From 1980 to 2022, an increase in consecutive dry days (CDD) and daily intensity (SDII) was observed, associated with reduced rainy days (CWD) and total precipitation (PRCPTOT), alongside homogeneity breaks between 2000 and 2007, indicating growing instability. Rhythmic analysis demonstrated that in 2011 (habitual), mEc (36%) and ZCAS (48%) alternated, accounting for approximately 80% of convective rainfall; in 2014 (wet), mEc (65%) and ZCAS (25%) intensified convection, including during winter; in 2020 (dry), suppression of mEc and greater influence of mTc (22%) and mP (18%) prolonged drought, with 128 consecutive dry days. In summary, precipitation in the RPSMT presents marked seasonality, spatial heterogeneity, and intensification of interannual variability, supporting the hypothesis of climatic disarticulation and providing inputs for territorial planning and environmental management in a climate emergency scenario.
Mobilidade espacial de romeiros negros nordestinos no Norte do Tocantins: transmigração, geossímbolos e quilombos
(Universidade Federal de Goiás, 2026-01-30) Pereira Neto, Marcos Antonio; Ratts, Alecsandro José Prudêncio; http://lattes.cnpq.br/034884463876498; Ratts, Alecsandro Jose Prudencio; http://lattes.cnpq.br/034884463876498; Costa, Kênia Gonçalves; https://lattes.cnpq.br/3395795403404222; Barros, Juliana Ramalho; https://lattes.cnpq.br/3897963687114981; Cordeiro, Paula Regina de Oliveira; https://lattes.cnpq.br/5335022698380569; Ramos Júnior, Dernival Venancio; https://lattes.cnpq.br/9941464654933458
This thesis examines the mobility processes of Black female and male pilgrims, devotees of Padre Cícero, who, from the 1950s onward, migrated from different parts of Brazil‘s Northeast toward the northern region of the state of Tocantins—especially to the present-day municipalities of Aragominas-TO, Muricilândia-TO, and Santa Fé do Araguaia-TO —in search of the so-called ―Green Banners‖: fertile lands located beyond the great rivers, evoked in visions and narratives. This mobility is marked by collective experiences of devotion, resistance, and Black territorial formation, whose memory remains alive in the quilombola communities established along this route. The research adopts a qualitative and interdisciplinary approach, bringing together geography, history, cultural studies, and quilombola knowledge, and is grounded in a cartography of mobilities developed through a qualitative-interpretive perspective, in which maps are understood as analytical constructions derived from the subjects‘ narratives. The represented trajectories express not only spatial displacements but also experiences, memories, and meanings associated with lived space. The notion of transmigration is central to the analysis and refers to a form of displacement that goes beyond the geometric dimension of space. It describes a process in which subjects and groups move while carrying with them cultural practices, symbolic references, beliefs, and identity-based memories, which are continuously reworked in new territories. Geosymbols correspond to elements that acquire strong symbolic and identity value within geographic space. They express cultural, devotional, and historical meanings and are territorialized by social groups as markers of belonging, memory, and the sacralization of territory. By analyzing community narratives, religious festivals, symbols of devotion, and repertoire of places, the thesis demonstrates that the pilgrims not only crossed the geographic boundaries of a region but also challenged epistemological boundaries, affirming a Black and quilombola geography deeply connected to devotion and ancestry. This work contributes to a critical reading of the territorial formation of northern Tocantins and Brazil by proposing a geography of difference, committed to recognizing historically silenced trajectories and valuing Black ways of occupying, naming, and giving meaning to territory.
Gênese e classificação das formações superficiais tropicais em paisagem cárstica do topo do Grupo Paranoá
(Universidade Federal de Goiás, 2026-02-26) Lima, Pericles Souza; Momoli, Renata Santos; http://lattes.cnpq.br/4153268939426905; Bueno, Guilherme Taitson; http://lattes.cnpq.br/1585424190030655; Renata Santos; Bueno, Guilherme Taitson; Brinatti, André Maurício; Zancopé, Marcio Henrique de Campos; Salgado, André Augusto Rodrigues; Faria, Karla Maria Silva de
Understanding the genesis and behavior of surface formations in karst reliefs is an intriguing problem for the scientific community. The highly soluble nature of calcite and dolomite makes congruent dissolution the dominant weathering mechanism, complicating the task of explaining the presence of thick unconsolidated covers over carbonate rocks. Given this perspective, the question arises: what is the genesis of the surface formations covering the karst of the Legado Verdes do Cerrado (LVC) in Niquelândia-GO? This study sought to understand, from a dynamic point of view, the nature of the soils overlying the geological substrate of the study area and, specifically, to characterize the rocks and surface formations in terms of granulometry, chemical composition, and mineralogy, in order to verify if there is a vertical relationship between surface formations and the underlying rock. Based on bibliographic research, the concept of surface formations, their classification systems, and the main interpretations of their dynamics were studied. Maps of geology, structural lineaments, hypsometry, geomorphological compartments, slope, and soils of the study area were created using the free software QGIS, with vector and raster data acquired from the following platforms: Diretoria de Serviço Geográfico do Exército (DSG), Divisão de Geração de Imagens, do Instituto Nacional de Pesquisas Espaciais (DIDGI/INPE), OpenTopography, IBGE Map Portal, and the Sistema Estadual de Geoinformação do Estado de Goiás (SIEG – GO). Georeferencing and vectorization of maps from bibliographic sources were performed. Block diagrams were created from the SRTM/Topodata DEM using the free software Sketchbook® for Android®. Two field trips were conducted: November 3rd, 4th, and 5th, 2022, for area reconnaissance, and May 3rd, 4th, and 5th, 2023, for soil and rock sampling using auger drilling and trenches. After in loco morphological description, 40 samples were collected from 5 profiles (P-1, P-2, P-3, P-5, and P-6), with 33 soil samples and 7 rock samples. Granulometry was performed on the soil samples by profile. To estimate the chemical composition, X-ray Fluorescence (XRF) was used, performed with the Rayny Shimadzu EDX720 equipment, with a Rh source. The data were organized into graphs and a mass balance was performed, using the fresh or slightly altered rock as a reference and the chemical element Ti as an invariant. X-ray Diffraction (XRD) was obtained using a RIGAKU – Ultima IV diffractometer with CuKα radiation. Mineral identification was performed using Origin Student Version software. The results present a general classification proposal for surface formations, based on structural and dynamic criteria. For the karst depression, it was assumed that the surface formations are residual, that is, they formed under autochthonic and parautochthonic conditions. There is a relationship of vertical affiliation in P-1, P-2, and P-5. In P-5 and P-6, although there were no rock samples, observations were made based on the deepest sample, considering affiliation from a more clayey lithology for P-5 and a sandy lithology for P-6. P-3 does not have vertical affiliation, as its carbonatic rock supports a surface formation comparable to the textural, geochemical, and mineralogical data of P-2. The color is variable, with profiles P-1 and P-5 being more reddish and constant throughout the depth, and P-2, P-3, and P-6 being more yellowish. An increase in clay content was observed from east to west of the area, with P-5 being the most clayey. The mass balance in P-1, P-2 and P-5 it indicates vertical affiliation with the substrate. Very high gains (exceeding 300%) in mass balance reinforce the interpretation that there is no vertical affiliation between the surface formation and the underlying rock in P3. In general, the mineralogy of the surface formations is comparable to that of silicate rocks covering karst terrains at the top of the Paranoá Group, presenting mainly quartz, muscovite, chlorite, kaolinite, vermiculite, hematite, goethite, magnetite, gibbsite, rutile and anatase. In smaller proportions, almost undetectable, there is calcite and dolomite. Finally, an evolutionary sequence was suggested for the surface formations, followed by geomorphological interpretation and classification of the surface formations in the area, based on dynamic and structural criteria. For classification purposes, a map was created at a scale of 1:50,000, highlighting the unconsolidated covers within what was defined as the Felipa-Itambé Karst Border Polje.
De la Cuestión Agraria a la Cuestión Territorial: apropiación de la Naturaleza y políticas de desarrollo en la provincia de Córdoba, Argentina (2002-2024)
(Universidade Federal de Goiás, 2025-08-15) Galván, Gabriel Horacio; Oliveira, Adriano Rodrigues de; http://lattes.cnpq.br/1909084450648691; Oliveira , Adriano Rodrigues de; Favre , Joaquin Ulises Deon; Romero , Agustin Avila; Mendonça , Marcelo Rodrigues; Teixeira , Matheus Eduardo Souza
El objetivo de esta tesis es analizar la dinámica escalar del avance de proyectos extractivos basados en la apropiación de la naturaleza durante el periodo 2002-2024 en la provincia de Córdoba (Argentina). Partiendo de este objetivo, la hipótesis que guía la investigación es que, a partir del cambio de siglo, nos enfrentamos a una lógica de acumulación de capital cuya centralidad reside en el proceso de financiarización de la naturaleza, cuyos efectos territoriales en el Sur Global han desencadenado diversos procesos de cercamiento de la naturaleza y conflictos territoriales, derivados del proceso de acumulación por desposesión que instigan una revisión de los contenidos de la Cuestión Agraria. Así, problematizamos el uso de conceptos y categorías empleados en el ámbito de las Ciencias Humanas, así como la relevancia de utilizar la Cuestión Agraria como marco teórico-analítico para los procesos de conflicto y apropiación de bienes comunes en el capitalismo contemporáneo. Partiendo del diálogo establecido entre la Geografía Crítica, la Ecología Política y la Sociología Rural, esta investigación se desarrolló mediante un proceso de revisión bibliográfica y documental, así como trabajo de campo y entrevistas semiestructuradas realizadas entre 2021 y 2025 en diferentes localidades de la provincia de Córdoba. La investigación permitió comprender cómo, en el territorio argentino en general y en la provincia de Córdoba en particular, el extractivismo opera bajo una lógica multiescalar, donde lo local se articula con circuitos globales de acumulación. Esto se materializa a través de procesos extractivos clásicos, como el agroextractivismo, pero también en procesos extractivos no agrarios, como la explotación de canteras (extracción de roca y arena para la construcción civil), el desarrollo urbano/inmobiliario y los grandes proyectos de desarrollo, como megaproyectos y redes de infraestructura planificadas por el capital, que surgieron de la transformación de la Naturaleza en una mercancía. Ante la expansión de estos procesos, diversos actores sociales organizados mediante distintas formas —como asambleas, organizaciones locales de base, movimientos campesinos, brigadas forestales comunitarias y redes de comercialización y producción orgánica/agroecológica— emergen como formas de (re)existencia frente al avance capitalista en sus territorios. La materialización territorial de estos procesos nos permite considerar la reconfiguración de la Cuestión Agraria en el siglo XXI, que en este trabajo denominamos Cuestión Territorial. Esta abarca la compleja interrelación de las dimensiones ecológicas y financieras, así como la lucha por los bienes comunes en el siglo XXI, constituyendo una contribución a la actualización de las categorías utilizadas en el campo de las Ciencias Humanas y como lente analítica construida a partir de la ciencia geográfica.
A natureza e os componentes físico-naturais na formação continuada com professores de Geografia
(Universidade Federal de Goiás, 2026-03-18) Brito, Dayane Galdino; Morais, Eliana Marta Barbosa de; http://lattes.cnpq.br/3615558165803518; Morais, Eliana Marta Barbosa de; Melo, Josandra Araujo Barreto de; Casseti, Valter; Souza, Vanilton Camilo de; Alves, Adriana Olivia
In this study, we argue that approaches to the physical-natural components of geographic space in Basic Education present several limitations, such as uncritical, dichotomous, and decontextualized practices disconnected from living places. These problems have an epistemic background anchored in the externalization of nature. Therefore, we aim to understand how to construct continuing professional development with Geography teachers, grounded in the concepts of nature and physical-natural components for Geography teaching, aiming at fostering the development of geographic thinking. To this end, we conducted a literature review on the concept of nature, physical-natural components, geographic thinking, and continuing professional development, as well as on teachers’ knowledge proposed by Lee Shulman and on the categories of epistemological obstacles, errors, and error rectification formulated by Gaston Bachelard. In addition, we developed a state of knowledge overview of theses and dissertations addressing the concept of nature in the teaching of physical-natural components in order to identify the main epistemological obstacles and errors. In this context, we carried out collaborative research grounded in historical and dialectical materialism within the Municipal Basic Education Network of Boqueirão, Paraíba State, Brazil, during the 2025 academic year, with the aim of constructing a continuing professional development proposal. For this purpose, we conducted semi-structured interviews with a representative of the Municipal Department of Education to understand the context of continuing professional development and establish collaboration, as well as with Geography teachers to identify demands, suggestions, problem situations, epistemological obstacles, errors, and interest in participating in the proposal. Based on this process, we planned and implemented a continuing professional development program for Geography teachers entitled “Teaching physical–natural components in school Geography in the context of the Brazilian Semi-arid Region.” For evaluation purposes, we used different instruments, such as class journals, conceptual systems, lesson plans, and conceptions of nature at the end of the course, in addition rubrics, a focus group, and an interview. Data were analyzed through content analysis. From a positive perspective on error and the overcoming of epistemological obstacles in continuing professional development with teachers, participants demonstrated the ability to problematize, systematize, confront, reflect, synthesize, and evaluate, based on problem situations, in favor of the development of their professional teaching knowledge. Overall, the teachers developed a conception of nature internalized within society, except in one case in which this formation was partial. Furthermore, they constructed reflections and Geography teaching proposals in which physical-natural components are integrated with society for the analysis of spatiality, complex geographic reasoning, meaning and social relevance, contextualized in students’ lived places, aiming at transforming reality. We therefore argue that the inseparability between a critical conception of nature and physical-natural components in continuing professional development with Geography teachers, centered on the analysis of problem situations, fosters the development of teachers’ knowledge in coherence with the goal of forming geographic thinking, in favor of civic engagement.
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.

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