O movimento de renovação geográfica no Brasil: heranças, impasses e novas perspectivas no ensino de geografia

• Ano de defesa: 2018
• Autor(a) principal: Pereira, Renato Veloso
• Orientador(a): Moreira, Ruy
• Banca de defesa: Antunes, Charlles da França , Fernandes, Felipe Moura
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Geografia - Faculdade de Formação de Professores (FFP)
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: BR
• Palavras-chave em Português: Renovação geográfica brasileira; N-H-E; Ensino de Geografia; Espaço geográfico; Ensino-aprendizagem
• Palavras-chave em Inglês: Renewal of brazilian geography; N-M-E (Nature-Man-Economics); Teaching of geography; Geographical space; Teaching-learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/13454

The present work is about the relationship between science and the teaching of geography, their inheritances, their dilemmas and new perspectives that are expressed from the renewal movement, opening in Brazil, after the Decade of 1970, a wide-ranging debate about the critic ways of thinking/doing/producing/teaching geography. Referenced in historical materialism and dialectical, but being so plural throughout the renewal process considering coexistence with other scientific-philosophical lines of thought a group of Geographers-teachers, unhappy with science situation, education and political-economic-social-cultural, spawned a movement around a theoretical-methodological-epistemological commitment, political and social aimed at building a society with equity, paving new horizons for ways of thinking/doing/producing/teaching geography. The definition of geographical space as an object of study of geography opens an epistemological perspective to recast their fundamentals in modernity (from the fragmented to critical reason). A renewal in geographical science, based on assumptions of critical reason, surpassing the fragmented reason represented in geography by the structure N-M-E (Nature, Man and Economics) is necessary, due to the social-spatial changes in contemporary times that requires reading and geographical explanation for the space stuck on time combined as real shape of the movement, and also deals with issues which arise in relation to Geography teaching and learning in school, providing the development of spatial reasoning of students through social practices and knowledge, with the objective of building knowledge and geographical concepts.