A paisagem, o mapa e os raciocínios geográficos: mediação didática para o desenvolvimento do pensamento geográfico no ensino médio
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2023-05-25
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Universidade Federal de Goiás
Resumo
The development of students' geographic thinking should be the main objective of Geography
school practices, in the current context. We believe in the relevance of knowing how to think about
spatial issues, the order of phenomena and all the relationships between them, creating the
possibility of exercising our citizenship more fully, as reasoning and thinking from a Geography
perspective have proven to be important for understanding the spatiality of phenomena
experienced by the subjects. In this way, we thought about how to guarantee the necessary
conditions at school, through didactic mediation in high school, for the development of students'
geographic thinking. Through this research, we sought to understand the potential of integration
between the study of landscape, the use of maps and geographic reasoning of location, distribution,
distance, density, scale and analogy for the development of geographic thinking in high school
students. . To achieve this purpose, the following specific objectives will be pursued: deepen
debates on the theoretical-conceptual bases of landscape and geographic reasoning, within the
academic and school context of Geography; characterize maps as a potential language for didactic
mediation of Geography school content; identify in school Geography the theoreticalmethodological foundations that guide didactic mediation and the formation of geographic
thinking in High School; analyze the process of methodological integration between landscape,
maps and geographic reasoning through Geography Didactic Mediation; and reflect on the
theoretical-methodological elements established by Geography Didactic Mediation, which
enhance the development of geographic thinking in high school students. Established as a
qualitative research, based on the methodology of participatory research, in order to achieve the
objectives mentioned above, it was necessary to carry out two stages of investigation:
bibliographic and field. The latter involved the selection of two public schools in Teresina-PI
(universe), two Geography teachers (subjects) and two High School classes (sample). Thus, six
didactic sequences were developed, and three didactic sequences were applied in each school
researched, over the course of three weeks of development of Geography Didactic Mediation, as
well as a semi-structured interview with the teachers-subjects of the research and semi-structured
questionnaires applied together. to students. The production, compilation and processing of data
through the Content Analysis Technique (BARDIN, 1977) revealed the potential in
operationalizing Geography Didactic Mediation that integrates the study of landscape, reading and
construction of maps and geographic reasoning , which formed the basis for the development of
geographic thinking among high school students.
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Citação
PINHEIRO, I. A. A paisagem, o mapa e os raciocínios geográficos: mediação didática para o desenvolvimento do pensamento geográfico no ensino médio. 2023. 158 f. Tese (Doutorado em Geografia) - Instituto de Estudos Socioambientais, Universidade Federal de Goiás, Goiânia, 2023.