Livia SOUZA, FACULDADE DE EDUCAÇÃO DA UNIVERSIDADE DE SÃO PAULO, Brazil
This research focused on the process of forming citizens in Geography classes in a middle school in Brazil. Argumentation and the study of territory were selected as elements that combined indicated a potential for citizen formation and a contribution to geographical education. Initially, a didactic sequence was developed contemplating argumentation as a teaching method (Jiménez-Aleixandre, 2010) and territory (Moraes, 2013; Santos, 2006) as the geographical concept to be reinforced. The sequence was applied during Geography classes for approximately one hundred final year middle school students in 2018. Based on written assignments, collected during specific classes, elements of geographical concepts and reasoning could be identified on students’ arguments. They were evaluated and analysed systematically. The analysis of the arguments was based on Toulmin’s argument pattern (Toulmin, 2006) and on the conceptualisation of geographical reasoning of Roque Ascenção and Valadão (2014). The analysis of these findings indicated that the introduction of this teaching method may be a lucrative option for educational practice and Geography reasoning learning.
Mots clés : Geography education|Territory|Reasoning|Argumentation|Citizen formation
A104645LS