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The goal of this thesis was to evaluate gamification as a means to teach geographical knowledge. To do this, a mobile application was created that is best identified as a map quiz game. That is, a game which acts as a quiz for geographical knowledge in the likes of ``Where is Poland located on the world map''. The user experience was enhanced with gamification techniques, meaning the addition of several game elements such as points and progress bars. With a high completion rate and time improvements, the thesis found that gamification elements enhance the gaming experience when playing a map quiz game.

Orientador: Fadel David Antonio Filho / Banca: Silvia Aparecida Guarnieri Ortigoza / Banca: Andrea Coelho Lastoria / Resumo: Trata-se de uma pesquisa sobre ensino de Geografia, tendo como foco a relação entre a realidade mais próxima do aluno e o conhecimento geográfico, no ensino médio. Como objetivo principal, buscou-se entender como as vivências dos alunos são mobilizadas pelos professores/alunos na educação geográfica, usando como ponto de partida a discussão do lugar dos alunos. O Lugar é a categoria geográfica que se refere ao espaço vivido, onde se estabelecem as relações mais próximas. A abordagem metodológica quanti-qualitativa foi escolhida, pois possibilitou traçar o perfil dos sujeitos pesquisados e ainda analisar as impressões desses atores acerca do tema em questão. Os instrumentos foram questionários e entrevistas; na análise, utilizou-se a Análise de Conteúdo. O campo da pesquisa foram três escolas da rede estadual da cidade de Teresina-PI. As discussões se deram a partir das reflexões de Cavalcanti, Callai, Kaercher, Lacoste, Carlos, Santos, entre outros. Considerouse também a proposta socioconstrutivista de ensino. Diagnosticou-se que os professores e alunos pesquisados admitem ser importante fazer essa integração entre o conhecimento geográfico e as vivências dos alunos, no entanto, foram evidenciadas muitas dificuldades nessa prática. Constatou-se ainda o quanto são ricas as vivências dos alunos e como eles têm a contribuir nas aulas de Geografia / Abstract: It is about a research about teaching of Geography, focusing the relation ship between the nearest reality of the student ant the geographical Knowledge in the high school. As a main objective tried to understand how the experiences of the students are formed by teachers and students at the geographical education, using as a stating point discussion about the students' place. The place is a geographical category which refers to ling place, where the nearest relationships are established. The quantitative-qualitative methodological approach was chosen, due to make it possible to trace the profile of the researched subjects and also, to analyze the impressions of these subjects about the theme in question. The tools were questionnaries and interviews, in the analysis we use the Analysis of the Contents. The field of the research were three state schools of Teresina-PI. The discussions occurred from the reflections of Cavalcanti, Callai, Kaercher, Lacoste, Carlos, Santos, et al. It was considered too, the socioconstrutivist proposa of teaching. We realized that the researched teachers and students admit to be important to do this integration between the geographical knowledge the experiences of the students, nevertheless, many difficulties were found in this practice. We still found how rich the students experiences are and how these still have to contribute in the Geography classes / Mestre

Made available in DSpace on 2014-06-11T19:27:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-01Bitstream added on 2014-06-13T19:15:21Z : No. of bitstreams: 1 santos_lp_me_rcla.pdf: 3350414 bytes, checksum: 894fb622848b9fb24476661b603b8687 (MD5) / Trata-se de uma pesquisa sobre ensino de Geografia, tendo como foco a relação entre a realidade mais próxima do aluno e o conhecimento geográfico, no ensino médio. Como objetivo principal, buscou-se entender como as vivências dos alunos são mobilizadas pelos professores/alunos na educação geográfica, usando como ponto de partida a discussão do lugar dos alunos. O Lugar é a categoria geográfica que se refere ao espaço vivido, onde se estabelecem as relações mais próximas. A abordagem metodológica quanti-qualitativa foi escolhida, pois possibilitou traçar o perfil dos sujeitos pesquisados e ainda analisar as impressões desses atores acerca do tema em questão. Os instrumentos foram questionários e entrevistas; na análise, utilizou-se a Análise de Conteúdo. O campo da pesquisa foram três escolas da rede estadual da cidade de Teresina-PI. As discussões se deram a partir das reflexões de Cavalcanti, Callai, Kaercher, Lacoste, Carlos, Santos, entre outros. Considerouse também a proposta socioconstrutivista de ensino. Diagnosticou-se que os professores e alunos pesquisados admitem ser importante fazer essa integração entre o conhecimento geográfico e as vivências dos alunos, no entanto, foram evidenciadas muitas dificuldades nessa prática. Constatou-se ainda o quanto são ricas as vivências dos alunos e como eles têm a contribuir nas aulas de Geografia / It is about a research about teaching of Geography, focusing the relation ship between the nearest reality of the student ant the geographical Knowledge in the high school. As a main objective tried to understand how the experiences of the students are formed by teachers and students at the geographical education, using as a stating point discussion about the students’ place. The place is a geographical category which refers to ling place, where the nearest relationships are established. The quantitative-qualitative methodological approach was chosen, due to make it possible to trace the profile of the researched subjects and also, to analyze the impressions of these subjects about the theme in question. The tools were questionnaries and interviews, in the analysis we use the Analysis of the Contents. The field of the research were three state schools of Teresina-PI. The discussions occurred from the reflections of Cavalcanti, Callai, Kaercher, Lacoste, Carlos, Santos, et al. It was considered too, the socioconstrutivist proposa of teaching. We realized that the researched teachers and students admit to be important to do this integration between the geographical knowledge the experiences of the students, nevertheless, many difficulties were found in this practice. We still found how rich the students experiences are and how these still have to contribute in the Geography classes

Submitted by Luanna Matias (lua_matias@yahoo.com.br) on 2015-03-11T20:28:16Z No. of bitstreams: 2 Tese - Izabella Peracini Bento - 2013.pdf: 3138407 bytes, checksum: ae5da8e31db667e58762e3a167398a8e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luanna Matias (lua_matias@yahoo.com.br) on 2015-03-11T20:32:02Z (GMT) No. of bitstreams: 2 Tese - Izabella Peracini Bento - 2013.pdf: 3138407 bytes, checksum: ae5da8e31db667e58762e3a167398a8e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-03-11T20:32:02Z (GMT). No. of bitstreams: 2 Tese - Izabella Peracini Bento - 2013.pdf: 3138407 bytes, checksum: ae5da8e31db667e58762e3a167398a8e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-09-09 / The present paper generates a reflection on the didactic mediation in the construction of geographical knowledge, and analyses, specifically, the teaching and learning process of youngsters in high school and the potentiality of the place. Some goals reached in this research dialogue with the different processes that are in the base of teaching and learning Geography and with some academic researches developed in Brazil, that peer into the reasons which awaken students's interest in learning Geography. It is intended, in that way, to understand how the educator's work exercises an important differential in what concerns an effective and productive teaching, and which presents consistent results in the field of geographical knowledge. It is pressing to look at the geographical culture of youngsters especially when it is invested on the place, as didactic mediation. The place, besides constituting an empiric reference in different areas, is, mostly, an element of geographical reasoning and, because of that, contributes to a didactic mediation desirable to the process of teaching and learning in Geography. With that, it is emphasized the importance of mediation in the construction of geographical cognition, which principles hold their weight in the history and culture of youngsters in school. The geographical concept of “place”, based on a juvenile perspective, is not always considered an element capable of potentiating an approximation between the reality experienced by the students and the more systematized knowledge in the teaching of Geography. For the achievement of this research, the case study constitutes an effective methodological procedure to this investigation, which sediments its reflection in the attendance of classes of two high school teachers in the public school system. The work of these educators, aiming the construction of knowledge in Geography, allowed observations to be made regarding different situations which translate the experiences of the investigated subjects, students and teachers, with a reality, among so many, of the teaching of Geography. The case study was done through a participant observation that, while methodological instrument of intervenient feature, allowed for direct observations of classes to be made, followed by didactic interventions in the observed classes. Semi structured interviews were also conducted with the educators and questionnaires were answered by the students, so that diagnosis profiles of the researched classes could be outlined. Authors such as Callai (1999, 2011a, 2011b, 2000, 2003a, 2003b, 2012), Cavalcanti (1998, 2001, 2002, 2005, 2006, 2011a, 2012b), Libâneo (2000, 2006, 2009a, 2009b, 2011, 2012), Vigotski (2000, 2007, 2010) and other scholars are references that, indispensably, sustain the necessary theoretical foundation to what was proposed to be studied here. Based on some results observed in the course of this investigation, some contributions to the teaching of Geography are highlighted, while greater objective which translates the entire study developed here. In other words, and prognosticating some conclusive evidences, seven principles that guide didactic mediation toward the development of spatial thinking are presented, which are: 1) Reaffirmation of the place as mediating “agent”, which potentiates the construction of knowledge from a multiscale dimension; 2) Adequate articulation of “themes” of the place with the systematized content of Geography; 3) Formation of concepts and of geographical reasoning as a goal of the process of teaching and learning in Geography; 4) Utilization of a differentiated methodology and of other mediating agents beyond the figure of the teacher; 5)Organization of the methodological and theoretical course of Geography classes while intentional activity of the teacher; 6) Problematization as methodological course; 7) Regarding youngsters in school as part of the process of construction of knowledge. / O presente trabalho produz uma reflexão sobre a mediação didática na construção do conhecimento geográfico, e analisa, especificamente, o processo de ensino e aprendizagem de jovens do ensino médio e a potencialidade do lugar. Alguns objetivos alcançados nessa pesquisa dialogam com os diferentes processos que estão na base do ensino e da aprendizagem de Geografia e com algumas pesquisas acadêmicas desenvolvidas no Brasil, que perscrutam os motivos que despertam o interesse dos alunos em aprender Geografia. Busca-se, assim, entender como o trabalho docente exerce um importante diferencial no que concerne a um ensino efetivo, produtivo e que apresente resultados consistentes no campo do saber geográfico. É premente olhar para a cultura geográfica dos jovens principalmente quando se aposta no lugar, enquanto mediação didática. O lugar, além de constituir referência empírica em diferentes áreas, é, principalmente, elemento do raciocínio geográfico e, por isso, contribui para uma mediação didática desejável ao processo de ensino e aprendizagem em Geografia. Com isso, ressalta-se a importância da mediação na construção do conhecimento geográfico, cujos princípios têm o seu peso na história e na cultura dos jovens escolares. O conceito geográfico de “lugar”, com base em uma perspectiva juvenil, nem sempre é considerado um elemento capaz de potencializar uma aproximação entre a realidade vivenciada pelos alunos e o conhecimento mais sistematizado no ensino de Geografia. Para a realização dessa pesquisa, o estudo de caso constitui um procedimento metodológico eficaz a essa investigação, que sedimenta sua reflexão no acompanhamento de aulas de dois professores do Ensino Médio da Rede Pública. Os trabalhos desses docentes, visando à construção do conhecimento em Geografia, permitiram que fossem formuladas observações sobre diferentes situações que traduzem a vivência dos sujeitos investigados, alunos e professores, com uma realidade, entre tantas, do ensino de Geografia. O estudo de caso foi realizado por meio de uma observação participante que, enquanto instrumento metodológico de caráter interventivo, permitiu que fossem feitas observações diretas de aulas seguidas de intervenções didáticas nas turmas observadas. Foram realizadas, ainda, entrevistas semiestruturadas com os docentes e questionários foram respondidos pelos alunos, a fim de que se pudessem traçar perfis diagnósticos das turmas pesquisadas. Autores como Callai (1999, 2011a, 2011b, 2000, 2003a, 2003b, 2012), Cavalcanti (1998, 2001, 2002, 2005, 2006, 2011a, 2012b), Libâneo (2000, 2006, 2009a, 2009b, 2011, 2012), Vigotski (2000, 2007, 2010) e outros estudiosos são referências que, indispensavelmente, sustentam o fundamento teórico necessário ao que se propôs aqui pesquisar. Com base em alguns resultados observados no curso dessa investigação, destacam-se, enquanto finalidade maior que traduz todo o estudo aqui desenvolvido, algumas contribuições para o ensino de Geografia. Em outras palavras, e prenunciando alguns indícios conclusivos, apresentam-se sete princípios orientadores da mediação didática para o desenvolvimento do pensamento espacial, quais sejam: 1) Reafirmação do lugar como “agente” mediador, que potencializa a construção do conhecimento a partir de uma dimensão multiescalar; 2) Articulação adequada de “temas” do lugar com o conteúdo sistematizado da Geografia; 3) Formação de conceitos e do raciocínio geográfico como meta do processo de ensino e aprendizagem em Geografia; 4) Utilização de uma metodologia diferenciada e de outros agentes mediadores para além da figura do professor; 5) Organização do encaminhamento metodológico e teórico das aulas de Geografia enquanto atividade intencional do professor; 6) Problematização como encaminhamento metodológico; 7) Consideração dos jovens escolares enquanto sujeitos do processo de construção do conhecimento.

Entre 1780 et 1860 en Europe, la géographie se structure peu à peu en champ scientifique et académique indépendant, et particulièrement en France, Prusse et Grande-Bretagne. Au même moment dans ces trois pays européens, des géographes travaillent à ce que leur champ soit enfin considéré comme une science à part entière, au même titre par exemple que l'histoire ou les mathématiques. Ils construisent leur champ à la faveur d'un renouvellement profond de ses principes institutionnels et épistémologiques, selon un processus similaire dans ces trois sphères. Ils organisent progressivement les connaissances géographiques selon une exigence de scientificité, dont ils discutent les modalités. Ce processus de construction à la fois scientifique et disciplinaire est profondément marqué par l'héritage des Lumières et l'esprit universaliste, mais, parallèlement, il se trouve également influencé et informé par le contexte politique. Entre 1785 et 1860, les savoirs géographiques sont en effet investis d'une valeur stratégique grandissante : ils jouent un rôle majeur dans les idéologies politiques des États et également dans les actions politiques menées. En interrogeant conjointement les champs du politique et des savoirs géographiques, cette thèse ainsi à mettre en évidence en quoi le processus de montée en discipline des savoirs géographiques engagé simultanément en France, en Prusse et en Grande-Bretagne se trouve fondamentalement en tension entre, d'une part, une exigence universaliste portée à l'échelle européenne par le champ scientifique et, d'autre part, la nationalisation progressive des savoirs géographiques. / Between 1780 et 1860, geography tends to become a full scientific field in Europe, built thanks to renewed institutional and academic principles, especially in France, Prussia and Great Britain. t the same time in these three European countries, geographers expect that their field will be finally considered as a proper science, compared for instance to history or mathematics. In order to complete this aim, they gradually organise geographical knowledge according to scientific patterns. The French, Prussian and British spheres are affected by a similar process. This scientific and academic construction of a proper geographical field is influenced by a universalistic spirit, inherited from the European Enlightenment, but also deeply affected by the political context. Between 1785 and 1860, geographical knowledge is recognised as strategic : it plays a major role in the politics of the states and, therefore, in the organisation of the different policies developed in this period. By questionning at the same time the field of geography and the field of politics and policy, this thesis intends to highlight how the process of academic and scientific construction of geography engaged at the same time in France, Prussia and Great-Britain is essentially in a position of tension between a demand of universalism and the progressiv nationalisation of geographical knowledge.

Students who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made. The first part of the study reveals a lack of empirical and contemporary research into ethnic minority students’ views of geographical knowledge and subject choices. This is followed by a two-strand exploratory case study at one girls’ grammar school in England. The practitioner-researcher strand was two phase; in the first phase, 314 sixth form students (aged 16 – 18) completed a questionnaire to gauge initial views of geographical knowledge. During the second phase, eight of these students represented their views of geographical knowledge through collages, critical incident charts and semi-structured interviews that explored their stories in depth. In parallel, a group of Year 10 (aged 14 – 15) students as researchers used questionnaires to investigate the influence of parents and other factors contributing to students’ subject choices at GCSE level. In the study, geographical knowledge was represented in different ways given different methods. It was found to be diverse and individual, although it was possible for specific themes to be identified. The representations reflected the characteristics and concepts from students’ recent formal experiences of geography. Informal experiences also featured but these were not always explicit or straightforwardly definable. Unless students could see the intrinsic usefulness of their view of geographical knowledge then they were unlikely to choose the subject past GCSE level. This study expands theoretical conceptualisations of how students represent geographical knowledge and the factors affecting subject choice, engages students as researchers in a methodologically innovative way and provides a rich and detailed account of post-14 subject choice by ethnic minority students which otherwise does not exist in an English context.

La compilation des Navigationi et viaggi, publiée à Venise en trois volumes entre 1550 et 1559, est le point d'aboutissement d'un travail de collecte et d'édition de textes géographiques effectué par le géographe humaniste Giovanni Battista Ramusio (1485-1557) au cours de la première moitié du XVIe siècle. Le compilateur entend mettre à jour la description du monde tout en proposant un nouveau modèle de constitution du savoir, dont le point de départ est l'expérience de ceux qui ont pris part aux voyages exploratoires passés et en cours. Ramusio, qui fit toute sa carrière comme secrétaire de chancellerie auprès de la République de Venise, prit appui sur un dense réseau de collaborateurs qui lui fournirent témoignages et récits de voyages. Ce travail de recherche offre pour la première fois une analyse conjointe de la figure de Ramusio comme géographe de cabinet et comme secrétaire de chancellerie, tout en inscrivant son activité dans le contexte de la Venise du début de l'âge moderne.La première partie de la thèse propose une reconstitution, fondée sur un travail d'archives, du laboratoire de Ramusio : les institutions de la République de Venise, le milieu savant italien et le monde de l'édition vénitien. Par l'étude de son statut et de sa démarche, l'interrelation entre ses intérêts propres et ses prérogatives professionnelles est mise en évidence. La deuxième partie porte sur la compilation, elle aborde à la fois les modèles suivis, les choix inédits de mise en forme et les processus de sélection des sources. Les intentions et le projet de Ramusio sont étudiés sur la base de ses propres écrits – les discorsi des Navigationi et viaggi – dans la troisième partie, où l'analyse porte sur la compilation comme ouvrage de géographie politique. / The three-volume compilation, Navigationi et viaggi, published in Venice from 1550 to 1559, is the work of the humanist geographer Giovanni Battista Ramusio (1485-1557), who collected and edited geographical texts throughout the first half of the 16th century. The compiler attempted to update the description of the known world by employing new modes of knowledge, primarily based on the experiences of those who had taken part in exploratory travels. Ramusio, who served the Republic of Venice as a secretary at the chancellery, benefited from a broad network of collaborators who provided him with testimonies and travel accounts. My research offers the first joint analysis of Ramusio, the armchair geographer and secretary, within the context of early-modern Venice.Based on archival research, the first part of this work offers a reconstruction of Ramusio’s laboratory as part of the institutions of the Republic of Venice, the scholarly environment of Italy, and the world of Venetian publishing. The interrelation between his own interests and his professional prerogatives is established through a study of his scholarly approach and official role. The second part of this study focuses on the compilation, taking into account Ramusio’s influences, as well as his original choices for the organisation and selection of knowledge and sources. The objectives of this work of political geography are examined in the third part through an analysis of Ramusio’s own writings, the Navigationi et viaggi’s discorsi.