Raciocínio geográfico: desafios e possibilidades pela perspectiva dos professores de Geografia

Abstract

This work aims to contribute to the field of studies on geographic reasoning and the role of the geography teacher, exploring the challenges and possibilities present in developing this way of thinking in teaching practice, particularly in the context of basic education. The overall objective of this dissertation is to investigate how geography teachers understand the development of geographic reasoning in elementary school - final years, in different school contexts in the metropolitan region of Belém, Pará. Using a qualitative approach, the research included a literature review and a questionnaire administered to teachers from public and private schools in Belém. Thematic Analysis was used to analyze the data collected through the questionnaires. Therefore, it is emphasized that geographic reasoning is fundamental to understanding the spatial characteristics of phenomena and should be developed in the classroom to promote the development of relevant geographic knowledge in the current century. For geographic reasoning to fulfill its function of increasing students' repertoire of cognitive skills for understanding the world, it is essential that teaching and learning conditions be improved, enabling more meaningful and contextualized Geography teaching.