Epistemologia e ensino de biogeografia, análises de livros didáticos e práticas pedagógicas para o estudo e conscientização sobre o cerrado brasileiro

• Ano de defesa: 2019
• Autor(a) principal: França, Larissa Regina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Geografia
• Palavras-chave em Português: Ensino de Geografia; Geografia; Ensino de Biogeografia; Geografia - Estudo e ensino; Natureza; Biogeografia - Estudo e ensino; Equilíbrio biogeográfico; Cerrados - Brasil; Geography Teaching; Biogeography Teaching; Nature; Biogeographic balance; CNPQ::CIENCIAS HUMANAS
• Link de acesso: https://repositorio.ufu.br/handle/123456789/25429; http://dx.doi.org/10.14393/ufu.di.2019.684

The present dissertation "Epistemology and Teaching of Biogeography, Analysis of Didactic Books and Pedagogical Practices for the Study and Awareness of the Brazilian Cerrado",it has as centrality the reflexive organization of the themes treated in the title, what means that a methodological way was constructed to think and to teach how the dialectical questions of the relation society and Nature, therefore, the epistemological signs based on the overcoming of a fragmented vision of Nature and this contributed effectively to produce geographic knowledge from the biogeographic questions. In a nutshell, the methodological path had as starting point the production of scientific and philosophical knowledge regarding the problems that involve the determination of the concept of Nature and its practical meaning to think and teach. The practical relation of the theoretical conception of Nature implied decidedly in the scientific conception of Biogeography and thereby, promoted this knowledge for the practical reflection of the sense of teaching Geography from Nature. The nature constituted here is based on the epistemological concerns that refer to pedagogical practices. Therefore, in making the sense of nature in geographic science for biogeographical questions we present, not just a gnosiological body, but above all a critical analysis of the textbooks of the 6th year of elementary school and we signal with pedagogical practices a possible way to teach, to do and live biogeographically.