A paisagem, o mapa e os raciocínios geográficos: mediação didática para o desenvolvimento do pensamento geográfico no ensino médio

• Ano de defesa: 2023
• Autor(a) principal: Pinheiro, Igor de Araújo
• Orientador(a): Richter, Denis
• Banca de defesa: Richter, Denis, Cavalcanti, Lana de Souza, Bueno, Miriam Aparecida, Gomes, Marquiana de Freitas Vilas Boas, Duarte, Ronaldo Goulart
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Geografia (IESA)
• Departamento: Instituto de Estudos Socioambientais - IESA (RMG)
• País: Brasil
• Palavras-chave em Português: Geografia escolar; Ensino-aprendizagem de geografia; Linguagem cartográfica; Sequências didáticas; Cartografia social
• Palavras-chave em Inglês: School geography; Teaching-learning of geography; Cartographic language; Didactic sequences; Social cartography
• Área do conhecimento CNPq: CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13178

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.