Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-24T14:00:34Z No. of bitstreams: 1 taniareginapeixotodasilvagoncalves.pdf: 1368570 bytes, checksum: 313e57d136a9ef00890179cc12a1cea6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T14:09:35Z (GMT) No. of bitstreams: 1 taniareginapeixotodasilvagoncalves.pdf: 1368570 bytes, checksum: 313e57d136a9ef00890179cc12a1cea6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T14:09:46Z (GMT) No. of bitstreams: 1 taniareginapeixotodasilvagoncalves.pdf: 1368570 bytes, checksum: 313e57d136a9ef00890179cc12a1cea6 (MD5) / Made available in DSpace on 2017-03-24T14:09:46Z (GMT). No. of bitstreams: 1 taniareginapeixotodasilvagoncalves.pdf: 1368570 bytes, checksum: 313e57d136a9ef00890179cc12a1cea6 (MD5) Previous issue date: 2013-03-04 / A presente pesquisa de Mestrado em Educação tem como objetivo principal compreender como os educadores geográficos das universidades públicas concebem a alfabetização geográfica. Para tal, o diálogo com o trabalho de campo buscou fundamentação teórica em pesquisa interpretativa, apoiando-se na teoria enunciativa da linguagem e, como instrumento metodológico, utilizou entrevistas dialógicas. O recorte empírico da investigação perpassa os sujeitos que trabalham na formação de educadores nos cursos de Pedagogia em universidades públicas brasileiras. No desenvolvimento desse processo investigativo, por meio dos achados de campo, verificou-se que alguns atravessamentos cruzam essa formação, visando uma alfabetização geográfica. Pôde-se constatar, ainda, que essa não se ampara na educação brasileira exclusivamente pelo conhecimento da ciência geográfica, mas também pelos atravessamentos que a constituem. Quer-se, com este trabalho acadêmico, contribuir com as reflexões acerca de uma alfabetização geográfica na educação brasileira. / This work of Masters in Education intends to understand how geographical educators from public universities in Brazil comprehend their geographical literacy. In order to investigate it, the dialogue with the field of research had its basis on enunciative language theory creating an interpretative approach and, as a methodological path, dialogical interviews were made. The empirical interpellation goes through the subjects who work close to educators formation on Pedagogy courses in Brazilian public universities. Throughout the development of the present research it has been noticed that some crossings go by this formation aiming a geographical literacy. As a result of the present study, it has been revealed that Geography directed to the very first years of elementary school does not lean on geographical knowledge exclusively, it has also to do with crossings which constitute itself. The aim of this dissertation is to contribute with the reflections concerning to geographical literacy in Brazilian education.

This thesis focuses on geographical literacy of the general public. It sets two main aims. Firstly to identify geographical community opinion on what knowledge and skills should be these days considered basics of geographical literacy for everyone regardless of their age and achieved education. Secondly to verify the selected basics of geographical literacy with the lay public. The structure of this work follows these aims. The theoretical part concentrates on the explanation of key words and the definition of geographical literacy in accordance with contemporary literature. The other part of the work presents the results of two researches of one's own. The first one was done in the form of an electronic questionnaire and addressed to the members of the geographical community. They firstly used a four-level scale to consider the importance of knowledge and skills that were verified in the research of the geographical literacy of adults in the USA. Secondly, in the form of open-answer questions, they could express their opinion on the core of the monitored assessment reference scope. It proved that assessment statements to most suggested skills are very varying. On the grounds of the evaluation of this survey we suggested requirements for individual performances that apply to closely defined issues,...

The diploma thesis deals with the issue of a part of geographical literacy, specifically the skills associated with working with graphics such as tables, graphs, maps, or pictures, but, to a lesser extent, with the necessary knowledge. The thesis is divided into a theoretical part, where the literature on the topic is discussed and a practical part, where I describe the process of creating the test, its application and evaluation. The results are then subjected to analysis and discussion. In the research, I used the method of testing pupils of different schools - from elementary schools (lower secondary stage) to grammar schools and from Prague's schools to the Central Bohemian's ones. The testing took place in electronic form. The research sample of testing consisted of ninth-grade elementary school students and their equivalent groups from grammar schools - quarters. This is therefore a group of children aged about 15, for whom it is assumed (mainly for lower secondary ones) that they will no longer come into contact with formal geography education, and therefore they should be elementary geographically literate youths. The results of the work show that geographical knowledge is an important prerequisite for the development of geographical skills. Furthermore, the marks that students receive at...