Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar
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| Publication Date: | 2025 |
| Format: | Master thesis |
| Sprog: | por |
| Source: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/765 |
Summary: | The primary objective of this research is to develop and implement a pathway for didactic mediation in Geography, utilizing cartographic outputs previously generated through the mapping of the school landscape and analyzing the phenomena of flooding and waterlogging in an urban context. To achieve this goal, a qualitative study was conducted, comprising two distinct yet interconnected phases. The first phase of the research involved an empirical and analytical study of the school’s surrounding area, revisiting the mapping presented by Giarola (2022) and expanding upon the analysis of this spatial segment. This mapping was conducted in the landscape of Governador Milton Campos State School, located in the Matosinhos district of São João del-Rei, Minas Gerais, Brazil. It is grounded in a systemic spatial analysis informed by the concept of Landscape Geoecology, recontextualized for Geography education. During this phase, a holistic understanding of socio-environmental risk related to flooding and waterlogging phenomena in Matosinhos was developed, revealing how these risks are exacerbated by the interplay of physical-natural and social factors in the area. Building on these findings, the second phase employed a participatory research methodology to design and implement a theoretical-methodological framework for didactic mediation with sixth-grade students from the aforementioned school. The pathway was structured according to Cavalcanti's (2014, 2019) model, which emphasizes three pedagogical actions: problematizing, systematizing, and synthesizing. Additionally, it incorporated a geographical perspective that examines and interprets the landscape, with a focus on socio-environmental risks (flooding and waterlogging). Through this approach, students explored the risk areas surrounding the school, identifying them as outcomes of the interaction between multiple factors causing imbalances within physical-natural and social systems. These imbalances contribute to hazardous processes, including the flooding of the Rio das Mortes in urban areas and waterlogging on local streets. The didactic pathway enabled students to critically analyze the socioenvironmental dynamics of their lived reality. By engaging with geographical thinking, they connected key concepts (e.g., landscape, socio-environmental risk, flooding, waterlogging, surface runoff, rainwater, and river water), employed spatial reasoning (e.g., location, distribution, connectivity, analogy), and utilized multiple forms of representation (e.g., cartographic, visual). The research underscores the potential of incorporating lived landscapes, mediated didactic pathways, and socio-environmental risk studies into Geography education. It argues that these integrated approaches foster students’ ability to critically engage with their surroundings and cultivate geographical thinking applicable to diverse phenomena and scales, with particular emphasis on flooding and waterlogging events. |