Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/12710 |
Resumo: | Geography is, historically, an important curricular component of Brazilian basic education. Therefore, in the field of Geography Teaching, we have sought to understand which methodologies and languages most contribute to the teaching-learning process of Geography. In addition, the reality of Brazilian public schools is very complex, given the social and infrastructure inequalities of the federation units. However, there is a material of almost universal access, the textbook, thus transforming it into a basic instrument of the educational system. Considering these elements, the objective of the present investigation is to analyze the cartographic language present in the Geography and Social and Applied Human Sciences textbooks of High School approved in the PNLD 2015, 2018 and 2021, reflecting on the influence of curriculum documents on these materials and the contribution of this language for the construction of geographic thought. In this sense, the investigation was structured from a documentary analysis of the reference resumes, especially the National Curricular Parameters (PCN) and the National Curricular Common Base (BNCC), as well as textbooks approved in the PNLDs 2015, 2018 and 2021. Among the results obtained through document analysis, it was found that the cartographic language is used recurrently only as an instrument for locating phenomena, making it difficult for teachers and students to weave more complex analyzes about phenomena and geographical situations. This factor shows that, in relation to the use of cartographic language for the teaching-learning process of Geography, in the context of High School, it has not been used in order to contribute to the construction of a geographical way of thinking by students. |
id |
UFG-2_2fd52c19c042f39d84834d2c55c016e4 |
---|---|
oai_identifier_str |
oai:repositorio.bc.ufg.br:tede/12710 |
network_acronym_str |
UFG-2 |
network_name_str |
Repositório Institucional da UFG |
repository_id_str |
|
spelling |
Richter, Denishttp://lattes.cnpq.br/9664892428037820Richter, DenisBueno, Miriam AparecidaDuarte, Ronaldo Goularthttp://lattes.cnpq.br/9146437558616126Cavallini, Gabriel Martins2023-04-03T13:21:37Z2023-04-03T13:21:37Z2022-10-21CAVALLINI, G. M. Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico. 2022. 164 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2022.http://repositorio.bc.ufg.br/tede/handle/tede/12710ark:/38995/0013000004drxGeography is, historically, an important curricular component of Brazilian basic education. Therefore, in the field of Geography Teaching, we have sought to understand which methodologies and languages most contribute to the teaching-learning process of Geography. In addition, the reality of Brazilian public schools is very complex, given the social and infrastructure inequalities of the federation units. However, there is a material of almost universal access, the textbook, thus transforming it into a basic instrument of the educational system. Considering these elements, the objective of the present investigation is to analyze the cartographic language present in the Geography and Social and Applied Human Sciences textbooks of High School approved in the PNLD 2015, 2018 and 2021, reflecting on the influence of curriculum documents on these materials and the contribution of this language for the construction of geographic thought. In this sense, the investigation was structured from a documentary analysis of the reference resumes, especially the National Curricular Parameters (PCN) and the National Curricular Common Base (BNCC), as well as textbooks approved in the PNLDs 2015, 2018 and 2021. Among the results obtained through document analysis, it was found that the cartographic language is used recurrently only as an instrument for locating phenomena, making it difficult for teachers and students to weave more complex analyzes about phenomena and geographical situations. This factor shows that, in relation to the use of cartographic language for the teaching-learning process of Geography, in the context of High School, it has not been used in order to contribute to the construction of a geographical way of thinking by students.A Geografia é, historicamente, um importante componente curricular da educação básica brasileira. Por isso, no campo do Ensino de Geografia se tem buscado compreender quais metodologias e linguagens mais contribuem para o processo de ensino-aprendizagem de Geografia. Além disso, a realidade da escola pública brasileira é muito complexa, tendo em vista as desigualdades sociais e de infraestrutura das unidades da federação. Entretanto, existe um material de acesso quase universal, o livro didático, transformando-o, assim, em um instrumento basilar do sistema educacional. Considerando tais elementos, o objetivo da presente investigação é analisar a linguagem cartográfica presente nos livros didáticos de Geografia e Ciências Humanas Sociais e Aplicadas do Ensino Médio aprovados nos PNLD 2015, 2018 e 2021, refletindo acerca da influência dos documentos curriculares nesses materiais e a contribuição dessa linguagem para a construção do pensamento geográfico. Nesse sentido, a investigação se estruturou a partir de uma análise documental dos currículos de referência, especialmente os Parâmetros Curriculares Nacionais (PCN) e a Base Nacional Comum Curricular (BNCC), bem como de livros didáticos aprovados nos PNLDs 2015, 2018 e 2021. Dentre os resultados obtidos por meio da análise documental, verificou-se que a linguagem cartográfica é usada recorrentemente apenas como instrumento de localização dos fenômenos, dificultando para docentes e alunos tecerem análises mais complexas acerca dos fenômenos e das situações geográficas. Esse fator evidencia que, em relação ao uso da linguagem cartográfica para o processo de ensinoaprendizagem de Geografia, no contexto do Ensino Médio, não tem sido utilizada a fim de contribuir para a construção de um modo de pensar geográfico pelos alunosSubmitted by Leandro Machado (leandromachado@ufg.br) on 2023-03-30T13:39:34Z No. of bitstreams: 2 Dissertação - Gabriel Martins Cavallini - 2022.pdf: 18253239 bytes, checksum: 206e52dcb16024e22a91c4b13cb64fc0 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2023-04-03T13:21:37Z (GMT) No. of bitstreams: 2 Dissertação - Gabriel Martins Cavallini - 2022.pdf: 18253239 bytes, checksum: 206e52dcb16024e22a91c4b13cb64fc0 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2023-04-03T13:21:37Z (GMT). No. of bitstreams: 2 Dissertação - Gabriel Martins Cavallini - 2022.pdf: 18253239 bytes, checksum: 206e52dcb16024e22a91c4b13cb64fc0 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2022-10-21Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de GoiásPrograma de Pós-graduação em Geografia (IESA)UFGBrasilInstituto de Estudos Socioambientais - IESA (RMG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessLivro didáticoCartografia escolarPensamento geográficoEnsino de geografiaTextbookSchool cartographyGeographical thinkingGeoggraphy teachingCIENCIAS HUMANASOs mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográficoMaps in high school geography and applied human and social sciences textbooks: curriculum and construction of geographic thinkinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis61500500500500242021reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/482da8da-143a-4c0f-b05e-fb0f7b96c59e/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALDissertação - Gabriel Martins Cavallini - 2022.pdfDissertação - Gabriel Martins Cavallini - 2022.pdfapplication/pdf18253239http://repositorio.bc.ufg.br/tede/bitstreams/09f02655-5294-469b-8037-8e1eaa661c9f/download206e52dcb16024e22a91c4b13cb64fc0MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/c11d0135-4d5b-47e3-90a5-936bc3378cf0/download8a4605be74aa9ea9d79846c1fba20a33MD51tede/127102023-04-03 10:21:37.357http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/12710http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2023-04-03T13:21:37Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico |
dc.title.alternative.eng.fl_str_mv |
Maps in high school geography and applied human and social sciences textbooks: curriculum and construction of geographic thinking |
title |
Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico |
spellingShingle |
Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico Cavallini, Gabriel Martins Livro didático Cartografia escolar Pensamento geográfico Ensino de geografia Textbook School cartography Geographical thinking Geoggraphy teaching CIENCIAS HUMANAS |
title_short |
Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico |
title_full |
Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico |
title_fullStr |
Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico |
title_full_unstemmed |
Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico |
title_sort |
Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico |
author |
Cavallini, Gabriel Martins |
author_facet |
Cavallini, Gabriel Martins |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Richter, Denis |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9664892428037820 |
dc.contributor.referee1.fl_str_mv |
Richter, Denis |
dc.contributor.referee2.fl_str_mv |
Bueno, Miriam Aparecida |
dc.contributor.referee3.fl_str_mv |
Duarte, Ronaldo Goulart |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9146437558616126 |
dc.contributor.author.fl_str_mv |
Cavallini, Gabriel Martins |
contributor_str_mv |
Richter, Denis Richter, Denis Bueno, Miriam Aparecida Duarte, Ronaldo Goulart |
dc.subject.por.fl_str_mv |
Livro didático Cartografia escolar Pensamento geográfico Ensino de geografia |
topic |
Livro didático Cartografia escolar Pensamento geográfico Ensino de geografia Textbook School cartography Geographical thinking Geoggraphy teaching CIENCIAS HUMANAS |
dc.subject.eng.fl_str_mv |
Textbook School cartography Geographical thinking Geoggraphy teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS |
description |
Geography is, historically, an important curricular component of Brazilian basic education. Therefore, in the field of Geography Teaching, we have sought to understand which methodologies and languages most contribute to the teaching-learning process of Geography. In addition, the reality of Brazilian public schools is very complex, given the social and infrastructure inequalities of the federation units. However, there is a material of almost universal access, the textbook, thus transforming it into a basic instrument of the educational system. Considering these elements, the objective of the present investigation is to analyze the cartographic language present in the Geography and Social and Applied Human Sciences textbooks of High School approved in the PNLD 2015, 2018 and 2021, reflecting on the influence of curriculum documents on these materials and the contribution of this language for the construction of geographic thought. In this sense, the investigation was structured from a documentary analysis of the reference resumes, especially the National Curricular Parameters (PCN) and the National Curricular Common Base (BNCC), as well as textbooks approved in the PNLDs 2015, 2018 and 2021. Among the results obtained through document analysis, it was found that the cartographic language is used recurrently only as an instrument for locating phenomena, making it difficult for teachers and students to weave more complex analyzes about phenomena and geographical situations. This factor shows that, in relation to the use of cartographic language for the teaching-learning process of Geography, in the context of High School, it has not been used in order to contribute to the construction of a geographical way of thinking by students. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-10-21 |
dc.date.accessioned.fl_str_mv |
2023-04-03T13:21:37Z |
dc.date.available.fl_str_mv |
2023-04-03T13:21:37Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CAVALLINI, G. M. Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico. 2022. 164 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2022. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/12710 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000004drx |
identifier_str_mv |
CAVALLINI, G. M. Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico. 2022. 164 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2022. ark:/38995/0013000004drx |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/12710 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
61 |
dc.relation.confidence.fl_str_mv |
500 500 500 500 |
dc.relation.department.fl_str_mv |
24 |
dc.relation.cnpq.fl_str_mv |
202 |
dc.relation.sponsorship.fl_str_mv |
1 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Geografia (IESA) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Instituto de Estudos Socioambientais - IESA (RMG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
collection |
Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/482da8da-143a-4c0f-b05e-fb0f7b96c59e/download http://repositorio.bc.ufg.br/tede/bitstreams/09f02655-5294-469b-8037-8e1eaa661c9f/download http://repositorio.bc.ufg.br/tede/bitstreams/c11d0135-4d5b-47e3-90a5-936bc3378cf0/download |
bitstream.checksum.fl_str_mv |
4460e5956bc1d1639be9ae6146a50347 206e52dcb16024e22a91c4b13cb64fc0 8a4605be74aa9ea9d79846c1fba20a33 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1811721384546533376 |