scholarly journals PENSAMENTO ESPACIAL E PENSAMENTO GEOGRÁFICO:

2020 ◽  
Vol 10 (20) ◽  
pp. 28-48
Author(s):  
Matheus Feliciano dos Reis
Keyword(s):  
Concept Learning ◽  
Social Practice ◽  
Historical Materialism ◽  
Spatial Thinking ◽  
Teaching Process ◽  
Geographical Analysis ◽  
Social Purpose ◽  
Geography Teaching ◽  
Scientific Identity

Este artigo tem como centralidade a discussão do ensino de Geografia e da função ou prática social que daí se objetiva. Destarte, exploramos que tal prática social resulta de um processo de ensino-aprendizagem que tem o pensamento espacial e o pensamento geográfico como entes distintos mas interligados. Asseguradas as distinções entre ambos, tomamos a ordem constitutiva desses pensamentos como uma associação elementar entre o desenvolvimento intelectual e a prática social geográfica. Com base na psicologia histórico-cultural e na dialética materialista-histórica, exploramos como a leitura geográfica guarda na formação conceitual sobre as espacialidades a ensinagem de sua identidade científica, assim como a possibilidade de transformação da realidade analisada por parte dos sujeitos-alunos. PALAVRAS-CHAVE Pensamento espacial, Pensamento geográfico, Espacialidade, Formação de conceitos, Ensino de geografia.   SPATIAL THINKING AND GEOGRAPHICAL THINKING: from concept learning to geographical social practice ABSTRACT This paper argues about Geography teaching and the perspective of a social practice or social purpose related to it. Thus, such practice is explored as stemming from a teaching process in which spatial thinking and geographical thinking are conceived as distinct but intertwined entities. Therefore, the constitutive order of these thoughts is comprehended by the relation between intelectual development and the geographical-social practice. Based on cultural-historical psychology and dialectical and historical materialism, we ensue to explore how the geographical analysis observes in concept learning of spatiality its own scientific identity just as the possibility of transformation of analyzed reality by the schooler-subjects. KEYWORDS Spatial thinking, Geographical thinking, Spatiality, Concept learning, Geography teaching.

scholarly journals The interpretation of artistic practices in Gramsci’s discourse: Towards the Gramscian analysis of music of modern and postmodern times

2012 ◽  
Vol 23 (3) ◽  
pp. 274-291
Author(s):  
Ivana Vesic
Keyword(s):  
Social Practice ◽  
Social Power ◽  
Cultural Practices ◽  
Historical Materialism ◽  
Italian Literature ◽  
Historical Research ◽  
Antonio Gramsci ◽  
Modern Times ◽  
Modern Period ◽  
Historical Processes

Antonio Gramsci dedicated a lot of his attention in his writings to the analysis of the cultural practices and their function in the socio-historical processes. An important segment of his work included the analysis of art and literature of modern times which was indirectly incorporated into the discussion of the problem of usefulness of historical materialism as a philosophical and social practice, social power and its cultural and historical appearances, cultural and political emancipation of subaltern classes etc. Mostly focusing on the explication of socio-cultural, political and historical dimensions of Italian literature of Renaissance and the modern period, Gramsci elaborated a sketch of his own version of Marxist aesthetic proposing specific interpretations of the problem of social function of artistic practices, the nature of artistic action and artwork and the consumption of artistic artifacts. In this paper we will discuss Gramsci?s thought on art in the context of his comprehensive theoretical, philosophical and historical research aiming at elaborating a Gramscian model of analysis of music practices of modern and postmodern times. One of our results should be the examination of the possibilities of the analysis of music based on Gramsci?s theory as well as the critical review of the application of its main concepts in the existing body of research on music.

scholarly journals Paulo Freire e a resistência à naturalização da ordem social vigente

2021 ◽  
Vol 16 ◽  
pp. 1-15
Author(s):  
Lavoisier Almeida dosntos Santos ◽  
Valci Melo ◽  
Maria do Socorro Aguiar de Oliveira Cavalcante
Keyword(s):  
Social Practice ◽  
Historical Materialism ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Negative Results ◽  
The Social ◽  
Relationship Of ◽  
The Relationship ◽  
The City ◽  
Concrete Reality

This work had as an objective to examine the importance and the utilization of Paulo Freire’s legacy for the comprehension of the nature of education, the social historic conditioning of school and the relationship of the pedagogical practice-social practice. For that, we analyzed a discursive event occurred in teaching institutions of the city of Maceió, Ceará, Brazil. In order to carry out this analysis, in addition to Freire’s theory, we relied on the theoretical-methodological assumptions of the Discourse Analysis, founded in France, by Michel Pêcheux, anchored in the Dialectical and Historical Materialism. From the analyzed case, we demonstrate that, contrary to the accusations that attribute to Freirean ideas the responsibility for the negative results of Brazilian education, what exists is the total absence of these ideas in the concrete reality of Brazilian schools today. This fact reaffirms the importance of his work as a point of resistance against conservative policies and excluding pedagogical practices.

scholarly journals Quilombola School Education from a Field Perspective: The Quilombola Peasant

2020 ◽  
Vol 1 (80) ◽  
Author(s):  
Niltânia Brito-Oliveira ◽  
Arlete Ramos Dos Santos ◽  
Igor Tairone Ramos dos Santos
Keyword(s):  
Social Practice ◽  
Action Plan ◽  
Public Policies ◽  
Historical Materialism ◽  
School Education ◽  
Ongoing Research ◽  
Specific Mode ◽  
The Law ◽  
Field Perspective ◽  
Mode Of Production

This article is a product of an ongoing research entitled: “The educational public policies of the Articulated Action Plan-PAR in municipalities of Bahia”. It focuses on Vitória da Conquista, Ilhéus and Itabuna. We describe the results of this study concerning the reality of the quilombola 4 school education from a field 5 perspective, that of the quilombola peasant. We followed the dialectical historical materialism method. The results point to contradictions between what the law provides in the specific legislations and the materiality of this population’s particularities. We conclude that the specific mode of production of the quilombola countryside people legitimizes a social practice of coping with capital through the peasantry. To better explain it, we have used the emerging category Quilombola peasant.

scholarly journals Abordagens de Ensino no Curso de Geografia

2017 ◽  
Vol 18 (2) ◽  
pp. 96
Author(s):  
Ricardo Luiz de Bittencourt ◽  
Yasmine Moura da Cunha ◽  
Katia Mara Batista
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Degree Program ◽  
Teaching Approaches ◽  
Teaching Process ◽  
Qualitative And Quantitative ◽  
Geography Teaching

O curso de Geografia busca a formação socioeducacional de um profissional crítico, que contribua para a construção da cidadania e enfrentamento das questões problemáticas da sociedade. Assim, são necessárias abordagens de ensino que permitam o desenvolvimento das habilidades e competências necessárias ao perfil ambicionado. O estudo das diversas abordagens do processo de ensino aprendizagem no curso de Licenciatura em Geografia pode fornecer uma perspectiva e estabelecer diretrizes à atuação dos docentes, considerando a individualidade de cada um. Para definir, por meio de pesquisa quali-quantitativa, as abordagens de ensino adotadas pelos professores no curso, o presente estudo se embasou no texto de Mizukami (1986) e constatou o pluralismo destas abordagens entre os sujeitos e em um mesmo sujeito, com predomínio das abordagens humanística e comportamentalista.Palavras-chave: Abordagens de Ensino. Ensino Aprendizagem. Curso de Geografia - Licenciatura.AbstractGeography course aims at majoring critical professionals socially and educationally, contributing thus for the citizen construction tocope with problematic issues facing society. Teaching approaches that enable the development of abilities and necessary competencies for the desired profile of this professional are necessary. The study of several teaching process approaches in Geography – Teaching degree degree program can provide a perspective and develop guidelines to the Professors’ work considering their individuality. To define, through qualitative and quantitative research, teaching approaches adopted by Professors in the course, this study was based in the text Mizukami (1986) and found the pluralism of these approaches among the subjects and in the same subject, prevailing humanistic and behavioral approaches.Keywords: Teaching Approaches. Teaching and Learning. Geography Program – Teaching Degree.

scholarly journals Possibilities of computer application in modern geography teaching process

2009 ◽  
Vol 89 (1) ◽  
pp. 139-151
Author(s):  
Andjelija Ivkov-Dzigurski ◽  
Ljubica Ivanovic ◽  
Milana Pasic
Keyword(s):  
Maximum Activity ◽  
Computer Application ◽  
Teaching Process ◽  
Geography Teaching ◽  
Contemporary Science ◽  
Modern Geography ◽  
Nature And Society ◽  
Independent Work ◽  
Good Organization

Geography is a science that follows modern trends in the development of contemporary science. One of the crucial things that gives teaching process a high quality in the application of modern techniques and methods. Modern organization of the teaching process in primary and secondary schools is unimaginable without innovations. This would mean changes and new elements in all segments of the teaching process. Good organization, innovation and new tendencies in the development of the science can raise the quality of the teaching process, thus enabling the student to study fully and rationally. Innovations should help students develop a dialectic way of thinking when explaining objects, phenomena and processes in nature and society, as well as enable them to notice cause and effect relationships. The application of new methods should provide maximum activity of the students in terms of their research and independent work. Computers are used in many different ways therefore they can be used very rationally in different segments of the teaching process.

scholarly journals CONSIDERAÇÕES TEÓRICO-CONCEITUAIS SOBRE OS CERRADOS: PERSPECTICAS E REFLEXOES NO ENSINO DE GEOGRAFIA / THEORETICAL AND CONCEPTUAL CONCERNS ABOUT THE CERRADOS: PERSPECTIVES AND REFLEXIONS BY GEOGRAPHY TEACHING

2017 ◽  
Vol 3 (2) ◽  
pp. 180
Author(s):  
Magno Emerson Barbosa ◽  
Daniel Mallmann Vallerius
Keyword(s):  
Agricultural Production ◽  
Spatial Dynamics ◽  
Geography Education ◽  
Cultural Relations ◽  
Teaching Process ◽  
Geography Teaching ◽  
Conceptual Structures

Os processos ocorridos nos Cerrados, principalmente com o desenvolvimento de técnicas e tecnologias para a produção agrícola na década de 1970, desencadearam enormes transformações em suas paisagens, nas relações socioeconômicas, políticas e culturais, agregando complexidades na configuração de seu ambiente. São a partir destas transformações que o presente artigo dedica suas reflexões, na perspectiva de discutir estruturas teórico-conceituais que dialogam com maior amplitude sobre as dinâmicas espaciais desencadeadas nos Cerrados, em relação às formas e composições mais efetivas para o processo de ensino e aprendizagem de Geografia. No mesmo sentido, tem o intuito de contribuir com uma abordagem mais totalizante dos Cerrados sob o prisma conceitual e de suas implicações na Educação Geográfica, bem como, inicia uma reflexão acerca da abordagem deste assunto dentro desta.ABSTRACTThe process that taking place in the Cerrados, specially by the development of techniques and Technologies to the agricultural production on 1970s, triggered a huge transformations in their landscapes, on socioeconomic and cultural relations, adding an intense complexity in his environment. This article dedicate reflexions from this transformations, by the perspective to discuss Theoretical and conceptual structures that speaks with a higher range about the spatial dynamics launched in the Cerrados, in relation with the more effective ways and possibilities to bring this to the geography teaching process. In the same way, has the inttention to contribute in a more totalizing Cerrado’s approach by a conceptual view and their implications on the Geography teaching, as well as starts some reflexions about the approach of this theme by this last one.Keywords: Cerrados; concepts; socioenvironmental transformations; Geography education

Concept Learning in the Classroom

1975 ◽  
Vol 20 (6) ◽  
pp. 494-495
Author(s):  
EDITH NEIMARK
Keyword(s):  
Concept Learning
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