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Previous issue date: 2014-02-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research was conducted at the Post Graduate Program in Education at the Federal
University of Rio Grande do Norte. It had the aim to understand the spatial conception
associated with the pedagogical action. It promoted a historical-scientific approach to
concepts of space to emphasize the spatiality from the geographical and educational
theoretical referential. In it empiria situated in a university student universe, has utilized a
quantitative measuring instrument as a subsidy to a qualitative dialogical analysis. It showed a
synthetic framework arising from the interaction and the reflection focused into problems,
challenges and potential of a pedagogical vision that considers the spatiality of teaching
education. It seeks to promote delineations of paths pedagogical to a integrate approach of
heterotopic space conception, as a necessary critical condition to the appropriation of social
reality without doing the epistemological dichotomy, enhancing it signification to the learning
academic teaching ambience; as well the scientific and teaching formation in the geography
course / Essa pesquisa foi desenvolvida no Programa de P?s-Gradua??o em Educa??o da Universidade Federal do Rio Grande do Norte. Teve o objetivo de compreender a concep??o espacial associada ? a??o pedag?gica. Tratou-se de uma abordagem hist?rico-cient?fica das concep??es de espa?o para enfatizar a espacialidade a partir do referencial te?rico geogr?fico
e educacional. Em sua empiria junto a um universo discente universit?rio, utilizou um instrumento de medi??o quantitativo como subs?dio a uma an?lise dial?gica qualitativa.
Evidenciou um quadro sint?tico advindo da intera??o e da reflex?o dirigidas para os problemas, desafios e potenciais de uma vis?o pedag?gica que considera a espacialidade da
Educa??o. Buscou-se promover delineamentos de caminhos pedag?gicos para uma abordagem mais integrada do ensino de uma concep??o heterot?pica de espa?o, como
condi??o cr?tica necess?ria ? apropria??o da realidade social sem fazer a dicotomia epistemol?gica, potencializando a sua significa??o para a aprendizagem num ambiente de ensino; assim como a forma??o cient?fica e docente no curso de geografia
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14485 |
| Date | 21 February 2014 |
| Creators | N?brega J?nior, Orgival Bezerra da |
| Contributors | CPF:25348787949, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783992T8, Soares J?nior, Francisco Cl?udio, CPF:40660796449, http://lattes.cnpq.br/8594420871529170, Barbosa J?nior, Walter Pinheiro, CPF:56728069453, http://lattes.cnpq.br/7532911538772143, Dantas, Eug?nia Maria, CPF:52288404434, http://lattes.cnpq.br/6296149707446296, Tavares, Andrezza Maria Batista do Nascimento, CPF:01062340485, http://lattes.cnpq.br/5187018279016366, Albuquerque, Maria Adailza Martins de, CPF:23449624334, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786112P9, Ferreira, Adir Luiz |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | Portuguese |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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