A escala geográfica e o pensamento geográfico: experiências com jovens escolares do ensino médio

• Autor(a) principal: Aragão, Wellington Alves
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9955
• topic: Conhecimentos geográficos; Escala geográfica; Multiescalaridade; Indústria; Pensamento geográfico; Geographic knowledge; Geographic scale; Multiscalarity; Industry; Geographical thought; CIENCIAS HUMANAS::GEOGRAFIA

This research is part of the set of reflections on the Geographic Scale and the formation / development of a geographical thinking by young high school students. The concept of Geographic Scale is little worked on in primary education, so students are unable to develop geographic thinking based on geographical concepts. The Geographic Scale contributes to the reading of physical and social spatial phenomena, corroborating a more geographical understanding of them. This research was conducted with junior high school students from two state schools in Paraíba, one in the capital, João Pessoa and another in Cajazeiras, in the countryside. The purpose of this investigation is to make the most effective use of the Cartographic and Geographic Scales in the elementary school, as they are complementary and dialogic. This research is based on qualitative precepts, with a participative approach, adopting as methodological instruments of collection: observations, focus groups and structured interviews. The data generated and analyzed highlighted that young students developed reasoning to answer the proposed questions about geographic scales, thus enabling the development of geographic thoughts focused on a multiescalar and dialectic reading between the local and the global, the most immediate and the most distant, crossing all geographical scales and understanding their unleashed social relations. The objectives of understanding the theoretical-conceptual and methodological distinction between the concepts of Cartographic Scale and Geographic Scale; to analyze how the concept of Geographic Scale is disposed in some official high school documents and its relation with themes, concepts and contents that can contribute to the development of a geographical thought; understanding 'if' and 'how' the spatial distribution of industries in João Pessoa and Cajazeiras contributes to the development of geographic thinking mediated by the Geographic Scale; and to understand how the concept of Geographic Scale and industry content worked in the elementary school can cooperate with the development of geographical thinking in young high school students, were fully achieved. The hypothesis raised here that the concept of Geographic Scale is underused in the teaching of geography, thus hindering the development of geographical thinking by young high school students, has been confirmed. In this same context, the thesis that the concept of Geographic Scale, when worked in the classroom in association with the contents related to the industry and its activities, contributing to the development of a geographical thinking, was also fully confirmed.