Atlas para ensinar e aprender Geografia: o que faz deles escolares na construção do raciocínio geográfico
In the publishing market there is a considerable diversity of didactic material elaborated to foment and promote the learning of Geography in the school. Among the productions, the geographic atlas is the central object of this research. We have as main objective to analyze in what way the elements...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Repositório Institucional da UFG |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.bc.ufg.br:tede/9146 |
| Acceso en línea: | http://repositorio.bc.ufg.br/tede/handle/tede/9146 |
| Access Level: | acceso abierto |
| Palabra clave: | Geografia escolar Cartografia escolar Atlas geográfico Raciocínio geográfico School Geography School cartography Geographical atlas Geographic reasoning CIENCIAS HUMANAS::GEOGRAFIA |
| Sumario: | In the publishing market there is a considerable diversity of didactic material elaborated to foment and promote the learning of Geography in the school. Among the productions, the geographic atlas is the central object of this research. We have as main objective to analyze in what way the elements that qualify a geographical atlas school aid in the construction of the geographic reasoning. For this, this work has as central problem to investigate: what elements qualify the geographical atlas as school and what role should it assume in the process of construction of geographic knowledge? We start, therefore, we understand how one of the ways to qualify it as a school unfolds from the role that it exercises in the process of learning construction. The research, of a qualitative nature, was made through a bibliographical review, by collecting data from atlas productions, conducting a semi-structured interview and analyzing four selected atlases. Throughout the research we try to demonstrate that the atlas as a school is not only determined by intention, but mainly by the capacity to construct a geographic reasoning, understanding it as a didactic material that responds to the objectives of the School Geography by the formative role that it plays. |
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