Vol. 6 No. 1 (2023): Revista Ensino de Geografia (Recife)

Artigo Científico

• Pedagogical experiences from culture: the case of porto nacional (Tocantins, Brazil)

  Roberto de Souza Santos

  1-24

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2594-9616.2023.253833

• Geographic education for citizenship: a view through brazilian educational legislation

  Paula Ramos Mendonça, Ricardo Luigi

  25-53

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2594-9616.2023.255005

• Geographical concepts and principles: theoretical-methodological elements for teaching geography in basic education

  Daniel Rodrigues Silva Luz Neto

  54-77

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2594-9616.2023.255010

• Conservation of soils for basic education based on the construction of teaching materials

  Márcia Cristina da Cunha, Amanda da Silva Hösel, Lavínia Souza Ferreira Morais

  78-95

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2594-9616.2023.255962

• Characterization of high school classes as a support for planning teaching practice

  João Leonir Mantovani

  96-114

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2594-9616.2023.255969

• Teaching geography and autism spectrum disorder: 3d material proposal

  Silvana de Sousa Silva, Elane do Socorro Oliveira da Silva

  115-131

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2594-9616.2023.256876

• Teaching and learning based on geographical reasoning as a subsid for comparative analysis of curricular norms of basic education in Brazil and Italy

  Lucio Antonio Leite Alvarenga Botelho, Roberto Célio Valadão, Lorena Rocca

  132-156

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2594-9616.2023.257378

• Supervised internship in geography: considerations about the contents relation field-city and its consequences in the brazilian geographical space

  Tiago Barreto Lima, Johnathan Cardoso Santos, Maycon Santos Nascimento, Alberlene Ribeiro de Oliveira

  157-175

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2594-9616.2023.257414

• aims to contribute to a methodological proposal for teaching in Brazilian regions and to provide a brief reflection on the teaching of this category in basic education, based on the experience and results achieved from the activities developed within the scope of the Programa Institucional Residência Pedagógica, with students from the initial grades of elementary school, from the Escola Municipal Padre Antonino, in the city of Campina Grande PB, which positively resulted in the students understanding of the region category and its importance for understanding the diversity and singularities that make up the Brazilian geographi c space. It is emphasized, therefore, the relevance of the region in the teaching learning of Geography as a category that encourages students to think and act spatially through geographical reasoning.

  Maria Edwirges Gomes da Silva, Josandra Araújo Barreto de Melo

  176-199

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2594-9616.2023.257485

• The epistemic change in geographic explanation and its pedagogical contributions in school geography

  José Armando Santiago Rivera

  200-217

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2594-9616.2023.257899