Geographic problematization in the school training process

Detalhes bibliográficos
Autor(a) principal: Andreis, Adriana Maria
Data de Publicação: 2024
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ateliê Geográfico
Texto Completo: https://revistas.ufg.br/atelie/article/view/79019
Resumo: Considering the challenges of the school training process, this article discusses the relations and composition of the posture and interrogative attitude in teaching based on geographic space. The objective is to discuss the inquiry involving the geographic approach of landscape, place and everyday üfe as a path to teaching knowledge that fosters geographic education. Based on dialogical hermeneutics, it discusses why and what to ask, why teaching by interrogating geographic space and why teaching Geography at school is important. The research result presents aspects that comprise the movement of thinking, articulating reflective inquiries to the school, to teachers in general and to Geography teachers and classes, and arguments that support the linking of spatial signifiers with conceptual meanings. In conclusion, it affirms geographical education as a way of approaching knowledge, enabling emancipation, which implies intentional, provocative, systematic and prospective interpellation between the contents of reality and the contents of the disciplines.
id UFG-5_bc2b95f510b2e4c4ded777babf9d5eff
oai_identifier_str oai:ojs.revistas.ufg.br:article/79019
network_acronym_str UFG-5
network_name_str Ateliê Geográfico
repository_id_str
spelling Geographic problematization in the school training processProblematización geográfica en el proceso de formación escolarA problematização geográfica no processo formativo escolarConsidering the challenges of the school training process, this article discusses the relations and composition of the posture and interrogative attitude in teaching based on geographic space. The objective is to discuss the inquiry involving the geographic approach of landscape, place and everyday üfe as a path to teaching knowledge that fosters geographic education. Based on dialogical hermeneutics, it discusses why and what to ask, why teaching by interrogating geographic space and why teaching Geography at school is important. The research result presents aspects that comprise the movement of thinking, articulating reflective inquiries to the school, to teachers in general and to Geography teachers and classes, and arguments that support the linking of spatial signifiers with conceptual meanings. In conclusion, it affirms geographical education as a way of approaching knowledge, enabling emancipation, which implies intentional, provocative, systematic and prospective interpellation between the contents of reality and the contents of the disciplines.Considerando los desafios dei proceso de formación escolar, este articulo discute las relaciones y composición de la postura y actitud interrogativa en la ensenanza con base en el espacio geográfico. El objetivo es discutir la indagación que involucra el abordaje geográfico dei paisaje, el lugar y la vida cotidiana como camino para la ensenanza de conocimientos que fomenten la educación geográfica. Basado en una hermenêutica dialógica, analiza por quê y quê preguntar, por quê ensenar interrogando el espacio geográfico y por quê es importante ensenar Geografia en la escuela. El resultado de la investigación presenta aspectos que componen el movimiento dei pensamiento, articulando indagaciones reflexivas a la escuela, a los docentes en general y a los docentes y clases de Geografia, y argumentos que sostienen la vinculación de significantes espaciales con significados conceptuales. En conclusión, afirma la educación geográfica como una forma de aproximarse al conocimiento, posibilitando la emancipación, lo que implica una interpelación intencional, provocadora, sistemática y prospectiva entre los contenidos de la realidad y los contenidos de las disciplinas.Considerando os desafios do processo formativo escolar, este artigo tematiza as relações e a composição da postura e da atitude interrogativa no ensino amparadas no espaço geográfico. O objetivo é discutir a indagação implicando a abordagem geográfica de paisagem, lugar e cotidiano como caminho para o ensino de conhecimentos que fomentem a educação geográfica. Aportado na hermenêutica dialógica, discute por que e o que perguntar, por que ensinar interrogando o espaço geográfico e por que é importante o ensino de Geografia na escola. O resultado da pesquisa apresenta aspectos que compreendem o movimento de pensar, articulando inquirições reflexivas à escola, aos professores em geral e aos professores e aulas de Geografia, e argumentos que sustentam a vinculação dos significantes espaciais com os significados conceituais. Como conclusão, afirma a educação geográfica como modo de abordagem dos conhecimentos possibilitando a emancipação, o que implica a interpelação intencional, provocativa, sistemática e prospectiva entre os conteúdos da realidade e os conteúdos das disciplinas.Universidade Federal de Goiás2024-04-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/atelie/article/view/7901910.5216/ag.v18i1.79019Ateliê Geográfico Journal; Vol. 18 No. 1 (2024); 330 - 355Ateliê Geográfico; Vol. 18 Núm. 1 (2024); 330 - 355Ateliê Geográfico; v. 18 n. 1 (2024); 330 - 3551982-1956reponame:Ateliê Geográficoinstname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/atelie/article/view/79019/41003Copyright (c) 2024 Ateliê Geográficoinfo:eu-repo/semantics/openAccessAndreis, Adriana Maria2024-05-16T19:49:07Zoai:ojs.revistas.ufg.br:article/79019Revistahttps://www.revistas.ufg.br/ateliePUBhttps://www.revistas.ufg.br/atelie/oairevista.ateliegeografico@gmail.com || deniscastilho@hotmail.com || laracristineufg@yahoo.com.br1982-19561982-1956opendoar:2024-05-21T19:55:45.493500Ateliê Geográfico - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv Geographic problematization in the school training process
Problematización geográfica en el proceso de formación escolar
A problematização geográfica no processo formativo escolar
title Geographic problematization in the school training process
spellingShingle Geographic problematization in the school training process
Andreis, Adriana Maria
title_short Geographic problematization in the school training process
title_full Geographic problematization in the school training process
title_fullStr Geographic problematization in the school training process
title_full_unstemmed Geographic problematization in the school training process
title_sort Geographic problematization in the school training process
author Andreis, Adriana Maria
author_facet Andreis, Adriana Maria
author_role author
dc.contributor.author.fl_str_mv Andreis, Adriana Maria
description Considering the challenges of the school training process, this article discusses the relations and composition of the posture and interrogative attitude in teaching based on geographic space. The objective is to discuss the inquiry involving the geographic approach of landscape, place and everyday üfe as a path to teaching knowledge that fosters geographic education. Based on dialogical hermeneutics, it discusses why and what to ask, why teaching by interrogating geographic space and why teaching Geography at school is important. The research result presents aspects that comprise the movement of thinking, articulating reflective inquiries to the school, to teachers in general and to Geography teachers and classes, and arguments that support the linking of spatial signifiers with conceptual meanings. In conclusion, it affirms geographical education as a way of approaching knowledge, enabling emancipation, which implies intentional, provocative, systematic and prospective interpellation between the contents of reality and the contents of the disciplines.
publishDate 2024
dc.date.none.fl_str_mv 2024-04-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/atelie/article/view/79019
10.5216/ag.v18i1.79019
url https://revistas.ufg.br/atelie/article/view/79019
identifier_str_mv 10.5216/ag.v18i1.79019
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/atelie/article/view/79019/41003
dc.rights.driver.fl_str_mv Copyright (c) 2024 Ateliê Geográfico
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Ateliê Geográfico
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Goiás
publisher.none.fl_str_mv Universidade Federal de Goiás
dc.source.none.fl_str_mv Ateliê Geográfico Journal; Vol. 18 No. 1 (2024); 330 - 355
Ateliê Geográfico; Vol. 18 Núm. 1 (2024); 330 - 355
Ateliê Geográfico; v. 18 n. 1 (2024); 330 - 355
1982-1956
reponame:Ateliê Geográfico
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Ateliê Geográfico
collection Ateliê Geográfico
repository.name.fl_str_mv Ateliê Geográfico - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv revista.ateliegeografico@gmail.com || deniscastilho@hotmail.com || laracristineufg@yahoo.com.br
_version_ 1799874838119055360

Registros relacionados