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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| 出版日付: | 2025 |
| フォーマット: | Master thesis |
| 言語: | por |
| ソース: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/765 |
要約: | 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. |
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| author | Giarola, Lucas Luan |
| author_browse | Giarola, Lucas Luan |
| author_facet | Giarola, Lucas Luan |
| author_role | author |
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| collection | Repositório Comum do Brasil - Deposita |
| contributor_str_mv | Souza, Carla Juscélia de Oliveira Martinelli, Patricia Aquino, Claudia Maria Saboia de |
| dc.contributor.advisor1.fl_str_mv | Souza, Carla Juscélia de Oliveira |
| dc.contributor.advisor1Lattes.fl_str_mv | http://lattes.cnpq.br/7782648432777280 |
| dc.contributor.author.fl_str_mv | Giarola, Lucas Luan |
| dc.contributor.authorLattes.fl_str_mv | http://lattes.cnpq.br/8652349188777568 |
| dc.contributor.referee1.fl_str_mv | Martinelli, Patricia |
| dc.contributor.referee2.fl_str_mv | Aquino, Claudia Maria Saboia de |
| dc.date.accessioned.fl_str_mv | 2025-05-14T13:26:40Z |
| dc.date.issued.fl_str_mv | 2025 |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.citation.fl_str_mv | GIAROLA, Lucas Luan. Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar. 2025. Dissertação (Mestrado) – Programa de Pós-Graduação em Geografia, Departamento de Geociências, Universidade Federal de São João del-Rei, São João del-Rei, 2025 |
| dc.identifier.uri.fl_str_mv | https://deposita.ibict.br/handle/deposita/765 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Brasil |
| dc.publisher.department.fl_str_mv | Departamento de Geociências |
| dc.publisher.none.fl_str_mv | Universidade Federal de São João del-Rei |
| dc.publisher.program.fl_str_mv | Programa de Pós-Graduação em Geografia |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Comum do Brasil - Deposita instname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) instacron:IBICT |
| dc.subject.cnpq.fl_str_mv | Ciências Humanas Geografia |
| dc.subject.por.fl_str_mv | Geografia Escolar Cartografia Escolar Recontextualização Percurso Didático |
| dc.title.alternative.eng.fl_str_mv | Socio-environmental risk in the school landscape: a theoretical-methodological proposal for didactic mediation in Geography teaching based on school mapping |
| dc.title.por.fl_str_mv | Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | 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. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | IBICT-1_baff29b4078cd7e8e216765b63c3f700 |
| identifier_str_mv | GIAROLA, Lucas Luan. Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar. 2025. Dissertação (Mestrado) – Programa de Pós-Graduação em Geografia, Departamento de Geociências, Universidade Federal de São João del-Rei, São João del-Rei, 2025 |
| instacron_str | IBICT |
| institution | IBICT |
| instname_str | Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| language | por |
| network_acronym_str | IBICT-1 |
| network_name_str | Repositório Comum do Brasil - Deposita |
| oai_identifier_str | oai:deposita.ibict.br:deposita/765 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher.none.fl_str_mv | Universidade Federal de São João del-Rei |
| reponame_str | Repositório Comum do Brasil - Deposita |
| repository.mail.fl_str_mv | deposita@ibict.br |
| repository.name.fl_str_mv | Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| repository_id_str | 4658 |
| spelling | Souza, Carla Juscélia de Oliveirahttp://lattes.cnpq.br/7782648432777280Martinelli, PatriciaAquino, Claudia Maria Saboia dehttp://lattes.cnpq.br/8652349188777568Giarola, Lucas Luan2025-05-14T13:26:40Z2025GIAROLA, Lucas Luan. Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar. 2025. Dissertação (Mestrado) – Programa de Pós-Graduação em Geografia, Departamento de Geociências, Universidade Federal de São João del-Rei, São João del-Rei, 2025https://deposita.ibict.br/handle/deposita/765The 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.Esta pesquisa possui como objetivo principal desenvolver e vivenciar um percurso para a mediação didática em Geografia, considerando produtos cartográficos previamente gerados por meio do mapeamento da paisagem escolar e a análise dos fenômenos de inundação e alagamento na realidade urbana. Para atender a esse objetivo, optou-se por uma pesquisa de natureza qualitativa, que compreende duas etapas distintas, mas interligadas. O primeiro procedimento da pesquisa (Fase 1) refere-se ao estudo empírico e analítico da área do entorno escolar, por meio da retomada do mapeamento apresentado por Giarola (2022) e do aprofundamento do estudo sobre esse recorte espacial. Este mapeamento foi realizado na paisagem da Escola Estadual Governador Milton Campos, localizada no bairro Matosinhos, em São João del-Rei–MG, e tem fundamento na análise sistêmica do espaço, a partir da noção da Geoecologia da Paisagem recontextualizada para o ensino de Geografia. Nessa primeira fase, foi possível uma percepção holística do risco socioambiental relacionado aos fenômenos de inundação e alagamento no bairro Matosinhos, que vem sendo potencializado nos últimos anos em virtude da inter-relação entre componentes físico-naturais e sociais desse espaço. Com base nessa constatação, em um segundo momento (Fase 2), a pesquisa assume os pressupostos metodológicos da investigação participante no processo de desenvolvimento e vivência de uma proposta teórico-metodológica de percurso para a mediação didática junto aos estudantes do sexto ano do Ensino Fundamental da referida escola. O percurso foi estruturado com base em Cavalcanti (2014, 2019), que considera três ações de ensino: problematizar, sistematizar e sintetizar, e na ideia do estudo geográfico à luz de um olhar para e pela paisagem, com ênfase no risco socioambiental (inundação e alagamento). Na proposta, os estudantes puderam compreender as áreas de risco do entorno escolar como resultado da interação de diversos fatores que causam desequilíbrios entre os sistemas físico-natural e social, gerando processos perigosos e o problema de inundação do Rio das Mortes em área de uso urbano e alagamento nas ruas e trechos do bairro. O percurso possibilitou que os estudantes, a partir de problematizações e sistematizações sobre uso e ocupação do espaço urbano em interação com a dinâmica fluvial e pluvial, desenvolvessem um olhar mais amplo e crítico sobre o contexto vivido por eles, por meio de um pensamento geográfico que articulou conceitos (paisagem, risco socioambiental, inundação, alagamento, escoamento superficial, águas pluviais e fluviais), raciocínios (localização, distribuição, conexão, analogia, entre outros) e linguagens (cartográfica, imagética). Diante desses resultados, a pesquisa discute e demonstra o potencial da paisagem vivida pelos estudantes, da mediação e percurso didático e do estudo do risco socioambiental no ensino de Geografia e defende que essas abordagens combinadas possibilitam a transformação do olhar dos estudantes sobre o seu contexto e o desenvolvimento do pensamento geográfico sobre fenômenos e situações diversas, em diferentes escalas, especialmente sobre os fenômenos de inundação e alagamentoFundação de Amparo à Pesquisa do Estado de Minas GeraisSudeste-1application/pdfapplication/pdfporUniversidade Federal de São João del-ReiPrograma de Pós-Graduação em GeografiaBrasilDepartamento de GeociênciasGeografia EscolarCartografia EscolarRecontextualizaçãoPercurso DidáticoCiências HumanasGeografiaRisco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolarSocio-environmental risk in the school landscape: a theoretical-methodological proposal for didactic mediation in Geography teaching based on school mappinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Comum do Brasil - Depositainstname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)instacron:IBICTTEXTDissertação Lucas_Versão Final.pdf.txtWritten by FormatFilter org.dspace.app.mediafilter.TikaTextExtractionFilter on 2025-06-06T20:15:58Z (GMT).Extracted texttext/plain102894https://deposita.ibict.br/bitstreams/d5812c71-bdd5-4b5b-959b-70008478a07b/downloadad5daff1bcffe72d0e1fea7f72b78e31MD53falseAnonymousREADTHUMBNAILDissertação Lucas_Versão Final.pdf.jpgWritten by FormatFilter org.dspace.app.mediafilter.PDFBoxThumbnail on 2025-06-06T20:15:58Z (GMT).Generated Thumbnailimage/jpeg3202https://deposita.ibict.br/bitstreams/8680a937-0a69-400e-b62e-dd27452a8067/download4b3375dab01c3223c8f3d855a50dfdd4MD54falseAnonymousREADLICENSElicense.txtWritten by org.dspace.content.LicenseUtilstext/plain; 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| spellingShingle | Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar Giarola, Lucas Luan Geografia Escolar Cartografia Escolar Recontextualização Percurso Didático Ciências Humanas Geografia |
| status_str | publishedVersion |
| title | Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar |
| title_full | Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar |
| title_fullStr | Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar |
| title_full_unstemmed | Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar |
| title_short | Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar |
| title_sort | Risco socioambiental na paisagem escolar: proposta teórico-metodológica para a mediação didática no ensino de Geografia a partir do mapeamento escolar |
| topic | Geografia Escolar Cartografia Escolar Recontextualização Percurso Didático Ciências Humanas Geografia |
| url | https://deposita.ibict.br/handle/deposita/765 |