http://www.bdtd.uerj.br/handle/1/16097 2026-04-20T18:19:47Z 2026-04-20T18:19:47Z Costa Júnior, Mário Dias da http://www.bdtd.uerj.br/handle/1/25512 2026-03-23T18:43:27Z 2025-12-01T00:00:00Z

Título: Mapeamento digital e metodologias ativas como recursos para o desenvolvimento do raciocínio geográfico no ensino médio Autor: Costa Júnior, Mário Dias da Primeiro orientador: Duarte, Ronaldo Goulart Abstract: The present study aims to analyze the effectiveness of student digital mapping, combined with active learning methodologies, in the development of geographic reasoning. To this end, a didactic sequence was developed based on methodological assumptions of action research, focused on the construction of some important conceptual contents of Urban Geography such as central areas and intra-urban centralities, urban mobility, commuting movements, and socio-spatial segregation, which were addressed throughout a series of activities applied in a first-year high school class at a state school in Volta Redonda-RJ. The proposal sought to verify the extent to which the integration of city data digital spatialization practices and participatory methodological strategies promotes students’ understanding and representation of urban phenomena. The didactic sequence was structured into five lessons. The first consisted of a diagnosis based on questions about the usefulness of maps and the indicated conceptual content, followed by activities for conceptual mobilization through reading and interpreting maps, cartoons, and music, in an initial stage of the teaching sequence aimed both at gauging students' everyday knowledge and at beginning to introduce scientific concepts. In the second class, the station rotation methodology was adopted, in which students accessed printed materials such as maps, cartoons, photographs, and texts, as well as satellite images accessed via a laptop. The third class focused on students' digital mapping practice, using the Google My Maps platform. The students created their own maps from a set of data previously collected through an online form applied at the school. In the fourth class, activities guided by the problem-based learning (PBL) methodology were carried out, using both the mappings already produced and new maps created by the students to assist in solving the proposed problem situations. The fifth and final class reapplied the diagnostic questions, enabling a comparison between the responses produced at the beginning and those developed in the final stage of the teaching sequence, in addition to including evaluative activities with maps of other urban contexts, which allowed for checking the transfer and application of the conceptual contents studied to contexts different from those experienced by the students, stimulating geographical reasoning. The analysis of the teaching process evidenced conceptual advances and improvements in geographical reasoning, with students showing greater ability to identify spatial relationships, interpret urban phenomena, and represent data that allowed for the visualization of the spatiality of the phenomena. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-12-01T00:00:00Z Ramos, Alexia de Almeida http://www.bdtd.uerj.br/handle/1/25287 2026-02-11T13:18:15Z 2025-12-05T00:00:00Z

Título: Heranças africanas e ensino de geografia: uma proposta de recurso educacional para o enfrentamento ao racismo religioso nas escolas de educação básica Autor: Ramos, Alexia de Almeida Primeiro orientador: Padilha, Marcela do Nascimento Abstract: Religious racism against African-based religions is a manifestation of structural racism in Brazil, whose roots date back to the colonial period and the imposition of a racial and cultural hierarchy. This phenomenon is reproduced in the school environment, where children and adolescents who practice Candomblé, Umbanda, and other traditions face symbolic and physical violence, resulting in identity conflicts and the erasure of their cultural heritage. This research argues that geography teaching is a powerful tool for combating this scourge, given its ability to analyze society-space relationships and uncover the power dynamics embedded in the territory. The study argues that terreiros are more than sacred spaces; they are territories of cultural re-existence, where ancestral knowledge is preserved and identities are constructed. Violence directed against them is, therefore, an attack on a specific territoriality, characterized not as mere intolerance, but as religious racism, a concept that highlights the racial basis of this prejudice. To address this, the study proposes the development of an educational resource for teachers, grounded in Cultural and Critical Geography, aiming for anti-racist education. The conclusion emphasizes that the effectiveness of this approach depends intrinsically on qualified teacher training, capable of deconstructing stereotypes and promoting critical geographical reasoning about the formation of Brazilian space. The transversal inclusion of Afro-Brazilian history and culture in the curriculum, combined with pedagogical practices that value religious diversity, is crucial to transforming schools into truly democratic and respectful environments, contributing to the decolonization of knowledge and the construction of full citizenship. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-12-05T00:00:00Z Silva, Roberto Farias da http://www.bdtd.uerj.br/handle/1/25193 2026-01-05T16:59:48Z 2025-09-25T00:00:00Z

Título: Cartografia das vivências infantis e sensibilização ambiental a partir do mapeamento de risco de inundação do Canal do Guandu, em Santa Cruz, Rio de Janeiro Autor: Silva, Roberto Farias da Primeiro orientador: Lobato, Rodrigo Batista Abstract: This research seeks to associate geoprocessing with basic education, with students using the QGIS “software” to prepare flood risk maps, through the overlay of thematic maps, with the definition of weight for each map, in the location called João XXIII in the Santa Cruz neighborhood, in the city of Rio de Janeiro. The objective is to prepare flood risk maps, with students, discussing environmentals problems and awareness, through geographic reasoning, with emphasis on the Permanent Preservation Area (APP) on the banks of a stretch of the Guandu Canal, in neighborhood of Santa Cruz, in the west zone of the city of Rio de Janeiro. As justifications, we assume that on the banks of this stretch of the Canal we have a Permanent Preservation Area (APP), which according to the Forest Code, defines as a “protected area, covered or not by native vegetation, with the environmental function of preserving natural resources. water resources, the landscape, geological stability and biodiversity, facilitate the gene flow of fauna and flora, protect the soil and ensure the well-being of human populations”. After discussing some natural elements, in the classroom, we applied the questionnaire as an assessment with personal questions for each student. After that, a statistical survey was carried out on these questions with some tables and their interpretation. The idea is to relate these questions to “geographical reasoning”. According to the plan, the main resource delivered in this research is a didactic sequence on flood risk maps of the study area, through geoprocessing, highlighting the value of students' experiences. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-09-25T00:00:00Z Soares, Gil Lessa http://www.bdtd.uerj.br/handle/1/25115 2025-12-03T22:31:08Z 2025-08-26T00:00:00Z

Título: O saneamento básico na Geografia: uma proposta de intervenção pedagógica para os anos finais do ensino fundamental Autor: Soares, Gil Lessa Primeiro orientador: Silva, Lincoln Tavares Abstract: Discussions regarding basic sanitation have increasingly gained prominence in the formulation of public policies, frequently appearing in scientific literature and mainstream media. In this context, this study aims to examine the disparities in the provision of basic sanitation services in the municipality of Araruama, RJ, primarily through the perspectives of fifty-four (54) students in the final years of elementary education at a public school in Araruama (RJ). The study seeks to use Geography education as a means to foster the construction of meaning about basic sanitation, connecting it to individuals, their environments, and their actions. It also analyzes how disparities in the delivery of these services can impact aspects related to quality of life. Furthermore, the research investigates how the portion of the population without access to basic sanitation copes with this reality. To enhance understanding of the topic, a review was conducted on issues related to basic sanitation at different scales and on the socio-environmental concept in Geography. This research is justified by its social relevance, given the opportunity to transform educational knowledge into practical tools that empower students to become active agents in their communities. The main objective is to develop a pedagogical intervention that investigates how Geography education can contribute to constructing understandings of basic sanitation based on students’ lived experiences, thereby playing a meaningful role in improving their quality of life. To achieve this objective, the methodology combines the Theory of Social Representations—which constitutes a type of knowledge shaped by reality and social interactions—and Problem-Based Learning (PBL). The methodological process aimed to capture the meanings attributed by students to the studied phenomena. Through Geography education, the research showed that students already possessed prior knowledge of basic sanitation services, which supported the development of this study. Moreover, they identified disparities in the provision of these services across different neighborhoods in the municipality of Araruama, RJ. The social representations developed through Geography education enabled students to gain a deeper understanding of the researched phenomenon. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-08-26T00:00:00Z