Kizzy RESENDE, University of São Paulo, Brazil
Maria Eduarda DE FARIA, University of São Paulo, Brazil
Felipe MOURA, University of São Paulo, Brazil
Márcia RISETTE, University of São Paulo, Brazil
This work is the result of a research accomplished with 83 pedagogy undergraduate students from University of São Paulo, during the course Geography Teaching and Methodology. This research promoted three practical investigatory activities involving the analysis of geographic situations. The first activity was focused on comprehension of occupation and expansion of the urban space from the analysis of satellite images, developing abilities related to recognition of forms, network, arrangement, spatial pattern and transition. In the second activity, students analysed the landscape to identify the four cardinal directions, by using photos and producing sketches and mental maps, working on vertical and frontal view, reversibility and reference points. The third activity was a comparative analysis between two cities, São Paulo and Goiânia, considering the urban mobility and concepts such as geographic scale, segregation and localization, enabling students to understand spatial pattern, arrangement, connection and spatial differentiation. The activities were based on problem solving and research-teaching, and involved localization software (Google and Stellarium). Activities were developed and evaluated based on indicators of scientific literacy in geography (Machado, 2019; Risette, 2021) aiming at potentializing the development of geographic reasoning, which implies geographical categories and principles, spatial concepts, representations, geographic situations and cognitive process (Castellar, 2019; Castellar e De Paula, 2021). As a result, the activities indicated that students appropriated the geographic vocabulary and realized the necessary complexity to analyse arrangements and spatial distribution of phenomena. The importance of geographic science during the initial formation in teacher education is related to comprehending reality, understanding the location system and recognizing the epistemic question of geography: “why things are where they are?” (Gomes, 2017).
Mots clés : Geographical reasoning|School Cartographic|indicators of scientific literacy in geography|teaching and learning in higher education|digital tools
A105219KR