SOBRE A ESPACIALIDADE E OS PROPÓSITOS DA EDUCAÇÃO GEOGRÁFICA

A geografia é muitas vezes vista no senso comum como um conjunto de conhecimentos sobre as caraterísticas de lugares, regiões e/ou territórios. Ao mesmo tempo, no ambiente acadêmico ainda são recorrentes as reflexões acerca da natureza epistemológica desta ciência. Este artigo é fruto de uma pesquisa de doutorado em geografia em andamento e pretende contribuir com as reflexões sobre as relações entre saberes científicos e escolares. Quais devem ser os propósitos e objetivos da educação geográfica realizada em contextos escolares? O que a educação geográfica apresenta de singular do ponto de vista epistemológico e que a diferencia de outros campos do conhecimento, disciplinas e visões do senso comum? As reflexões presentes neste trabalho se somam a outras publicações recentes na geografia brasileira e britânica que apontam para a importância da espacialidade dos fenômenos como ponto de partida para um raciocínio realmente geográfico. Palavras-chave Educação geográfica, Geografia escolar, Raciocínio geográfico. SPATIALITY AND THE PURPOSES OF GEOGRAPHICAL EDUCATION Abstract Geography is often seen in common sense as a body of knowledge about the characteristics of places, regions and / or territories. At the same time, reflections on the epistemological nature of this science are still recurring in the academic environment. This article is the result of an ongoing PhD research in geography and aims to contribute to reflections on the relationship between scientific and school knowledge. What should be the purposes and objectives of geographic education carried out in school contexts? What is unique about geographic education from an epistemological point of view and what differentiates it from other fields of knowledge, disciplines and common sense views? The reflections present in this work are added to other recent publications in Brazilian and British geography that point to the importance of the spatiality of phenomena as a starting point for a truly geographic thinking. Keywords Geographic education, School geography, Geographic thinking.

Foucault's geography: Spatial turn and genealogy of a wedding in Sarajevo

<p>This work analyzes Foucault's contribution to the development of geographic thinking through emphasis on its interpretation of space and elements of its epistemology. To understand this, it will start from two directions, from the geographer's interest in Foucault's geography, as well as his reference works for this discipline. These disciplinary issues are best marked by his notions of geoepistemology and spatial turn in social and humanities, which are important because two issues we will address in this work. First, it refers to more precise definitions of the boundaries of modern, for which there is a consensus among geographers and is related to the establishment of scientific geography (Humboldt and Ritter), but the end of this epoch is interpreted differently. Some geographers link this to: identifying three key principles for the construction of postmodernism, which are: style, epoch and method (Dear, 1988); an increased attack on history in modern thought (Soja, 1989); infuriatingly difficult to define (Cloke et al., 1991) or with the emergence of neoliberalism (Peet, 1998). Another issue concerns the possibility of applying post-structural methods to deconstruct major cultural and geographical changes in the Western Balkans at the end of the 20th century. This will be achieved through indications of genealogical analysis in the interpretation of contemporary historical-geographical and political-geographical issues in the example of Sarajevo (1992-1995).</p>

Foucault's geography: Spatial turn and genealogy of a wedding in Sarajevo

<p>This work analyzes Foucault's contribution to the development of geographic thinking through emphasis on its interpretation of space and elements of its epistemology. To understand this, it will start from two directions, from the geographer's interest in Foucault's geography, as well as his reference works for this discipline. These disciplinary issues are best marked by his notions of geoepistemology and spatial turn in social and humanities, which are important because two issues we will address in this work. First, it refers to more precise definitions of the boundaries of modern, for which there is a consensus among geographers and is related to the establishment of scientific geography (Humboldt and Ritter), but the end of this epoch is interpreted differently. Some geographers link this to: identifying three key principles for the construction of postmodernism, which are: style, epoch and method (Dear, 1988); an increased attack on history in modern thought (Soja, 1989); infuriatingly difficult to define (Cloke et al., 1991) or with the emergence of neoliberalism (Peet, 1998). Another issue concerns the possibility of applying post-structural methods to deconstruct major cultural and geographical changes in the Western Balkans at the end of the 20th century. This will be achieved through indications of genealogical analysis in the interpretation of contemporary historical-geographical and political-geographical issues in the example of Sarajevo (1992-1995).</p>

O O ENSINO DE GEOGRAFIA E O APRENDIZADO SOBRE O CONCEITO DE ESPAÇO GEOGRÁFICO: NOTAS SOBRE PRÁTICAS PEDAGÓGICAS

The study of space in the school discipline of Geography is very important for the development of a clear interpretation of the various spatial nuances. With this in mind, this article had the research initiative to address the concept of geographic space in geographic education, going beyond the student's everyday reality and going beyond other spatial analyzes, and also to demonstrate didactic practices for teaching this concept with students. This study is based on a literature review, qualitative approach and dialogue on practical interventions applied in the school context. In this expectation, the work intends to contribute with a richer and more geographic thinking, teaching and learning. Since the teaching of geographic space brings the dimension of other themes and concepts, the expression accurately the relationship between society and nature and establishes a vision of the lived, conceived and represented, allowing the georeferenced vision of the student.

CARTOGRAFIA ESCOLAR E INCLUSIVA PARA ALUNOS SURDOS

Este artigo refere-se a uma pesquisa de doutorado que busca apresentar uma proposta metodológica de Cartografia Escolar e Inclusiva para alunos surdos. A pesquisa de campo centrou-se na observação de aulas de Geografia que possuíam alunos surdos, além da realização de entrevistas, oficina e minicurso. Como resultado final, identificou-se que os alunos surdos têm dificuldades na leitura dos mapas tradicionais, uma vez que a linguagem verbal utilizada nas representações cartográficas não estão em sua língua. Todavia, com a produção de mapas em Língua Brasileira de Sinais (Libras) e VisoGrafia (uma modalidade de escrita de sinal), houve melhora no processo de leitura cartográfica, o que possibilitou a construção do pensamento geográfico e do ensino-aprendizagem de Geografia.PALAVRAS-CHAVECartografia Escolar, Ensino de Geografia, Educação Inclusiva.SCHOOL AND INCLUSIVE CARTOGRAPHY FOR DEAF STUDENTS ABSTRACTThis article refers to a doctoral research that seeks to present a methodological proposal for School and Inclusive Cartography for deaf students. The field research focused on the observation of Geography classes that had deaf students, in addition to conducting interviews, workshops and mini-courses. As a final result, it was identified that deaf students have difficulties in reading traditional maps, once the verbal language used in cartographic representations are not in their language. However, with the production of maps in Brazilian Sign Language (Libras) and VisoGrafia (a type of signal writing), there was an improvement in the cartographic reading process, which enabled the construction of geographic thinking and the teaching-learning of Geography.KEYWORDSSchool Cartography, Geography teaching, Inclusive Education.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

The Role of Place, Geography, and Geographic Information Systems in Educational Research

Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research.