Atlas para ensinar e aprender Geografia: o que faz deles escolares na construção do raciocínio geográfico

• Ano de defesa: 2018
• Autor(a) principal: Rodrigues, Ícaro Felipe Soares
• Orientador(a): Bueno, Miriam Aparecida
• Banca de defesa: Bueno, Miriam Aparecida, Richter, Denis, Castrogiovanni, Antonio Carlos
• Tipo de documento: Dissertação
• 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 (RG)
• País: Brasil
• Palavras-chave em Português: Geografia escolar; Cartografia escolar; Atlas geográfico; Raciocínio geográfico
• Palavras-chave em Inglês: School Geography; School cartography; Geographical atlas; Geographic reasoning
• Área do conhecimento CNPq: CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9146

In the publishing market there is a considerable diversity of didactic material elaborated to foment and promote the learning of Geography in the school. Among the productions, the geographic atlas is the central object of this research. We have as main objective to analyze in what way the elements that qualify a geographical atlas school aid in the construction of the geographic reasoning. For this, this work has as central problem to investigate: what elements qualify the geographical atlas as school and what role should it assume in the process of construction of geographic knowledge? We start, therefore, we understand how one of the ways to qualify it as a school unfolds from the role that it exercises in the process of learning construction. The research, of a qualitative nature, was made through a bibliographical review, by collecting data from atlas productions, conducting a semi-structured interview and analyzing four selected atlases. Throughout the research we try to demonstrate that the atlas as a school is not only determined by intention, but mainly by the capacity to construct a geographic reasoning, understanding it as a didactic material that responds to the objectives of the School Geography by the formative role that it plays.