http://www.bdtd.uerj.br/handle/1/16098 2026-06-22T22:08:38Z http://www.bdtd.uerj.br/handle/1/25693 Título: Toponímia e patriarcado: uma proposta de mapeamento por meio da pesquisa-ação com estudantes Autor: Souza, Rafael de Andrade Primeiro orientador: Tavares, Felipe Rangel Abstract: This thesis investigates the relationships between urban toponymy and patriarchy through a pedagogical proposal developed with 7th-grade students at a public school in the state of Rio de Janeiro. The objective is to critically analyze toponymic motivation within the urban landscape and the symbolic mechanisms of patriarchal perpetuation, employing action research and student protagonism to develop an educational resource for Geography teaching with the potential for replication in diverse school contexts. The theme emerges from the teacher researcher's praxis, driven by students' concerns regarding female underrepresentation in public street names and the recognized need to challenge the inequalities inscribed in lived space. The study is grounded in the frameworks of Feminist Geographies, School Cartography, and Action Research, highlighting the contributions of Joseli Maria Silva, Gisele Girardi, Maria Amélia Santoro Franco, and the taxonomy of Maria Vicentina de Paula do Amaral Dick, articulating different fields of geographic and educational knowledge. The methodological path was structured into a didactic sequence of eight sessions, involving the survey and classification of toponyms, conversation circles, and the construction of collaborative maps using Google My Maps, which enabled the spatialization and critical analysis of the data produced. The results demonstrate a hegemony of male honors associated with figures of institutional prestige, in contrast to the low representation of women—frequently linked to less institutionalized forms of recognition—revealing the persistence of patriarchal patterns in the school's surroundings and in the students' everyday spaces. A significant shift was observed in the group's perceptions, as they began to critically recognize the inequalities inscribed in the landscape, proposing interventions such as the symbolic renaming of streets, thereby expanding their repertoire of references and possibilities for reading urban space. The study concludes that the investigation of toponymy constitutes a powerful resource for the formation of critical spatial cognitions by denaturalizing symbolic hierarchies, reaffirming the public school as a legitimate site for the production of socially committed geographic knowledge oriented toward transforming reality, while also highlighting the potential of action research as a formative and investigative practice in Geography teaching. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação 2026-04-15T00:00:00Z http://www.bdtd.uerj.br/handle/1/25629 Título: Professor, isso é valão! Racismo ambiental e as inundações do rio Alcântara, São Gonçalo – RJ: elaboração de uma sequência didática na 1ª série do Ensino Médio Autor: Matias, Matheus Lage Primeiro orientador: Costa, Alexander Josef Sá Tobias da Abstract: The present study was developed with the aim of understanding how environmental racism manifests itself in the daily lives of students who are part of a school located near the banks of the Alcântara River in the municipality of São Gonçalo, Rio de Janeiro. This watershed has undergone constant modifications that have aggravated the phenomenon of flooding, generating several consequences, particularly in the lives of some students who live in nearby areas. It is important to emphasize that, on certain occasions, students have difficulties relating the subjects discussed in the classroom to their own social representations. Thus, environmental racism occurs when more vulnerable communities and ethnic groups—especially those that are low-income, peripheral, and Black—are more exposed to environmental impacts and social injustices, as well as their consequences, than more privileged communities (Herculano, 2017; Pacheco, 2007). The method used to develop this research is supported by the Case Study approach. Yin (2001) highlights that research involving case studies may encompass both single and multiple analyses, which enables the researcher to understand a phenomenon within its real-life context. In view of these circumstances, a didactic sequence was developed with the objective of clarifying issues related to environmental racism. Among the activities carried out were the creation of conceptual maps, the production of drawings from the students’ perspectives, and the use of videos and news reports in the classroom addressing the topic. Questionnaires were also applied, accompanied by moments of collective reflection, such as discussion circles, as well as a field trip to the Laranjal Water Treatment Plant – CEDAE, located in a neighborhood near the school. These stages had different objectives within the research development process. The results indicated that most students had either experienced flooding from the river or knew someone who had been affected by it. Furthermore, approximately 70% of the students identify themselves as Black. Among them, nearly half had already been affected by some flooding episode. On the other hand, when the didactic sequence began, only one student stated that they had previously heard about environmental racism. Moreover, the implementation of the didactic proposal enabled an important exchange of knowledge, since the collaborative process of the activities fostered critical thinking and allowed students to enhance their argumentative abilities through the problematization of their lived realities. In this way, the study highlights the relevance of Geography and of educational practices that enable students to develop different interpretations of reality, promoting a broader understanding and greater engagement with the space in which they live. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação 2026-04-17T00:00:00Z http://www.bdtd.uerj.br/handle/1/25628 Título: Ensinar geografia pelo Território Usado: uma sequência didática com mapeamento afetivo no contexto conurbado de Bom Jesus do Norte - ES e Bom Jesus do Itabapoana - RJ Autor: Scarpini, Kamilla Silva Borges Primeiro orientador: Marino, Leonardo Freire Abstract: The present research investigated the use of affective mapping as a didactic strategy in the teaching of Geography, articulating the concept of used territory, according to Santos (2002), with the lived reality of students from a public school located in an urban territory in a context of conurbation. It starts from the observation that, in school Geography teaching, an approach centered on the reproduction of content and normative representations of space prevails, which makes it difficult for students to build bonds with the territories they inhabit and to attribute meaning to geographic knowledge based on their concrete spatial experiences. Such disconnection compromises the formative purpose of the discipline and limits its potential to contribute to the strengthening of citizenship and students’ critical awareness. In this context, the research sought to understand how affective mapping, structured as a didactic sequence, favored a sensitive listening to territories of use and expanded students’ engagement with the spaces they frequented in their daily lives. The investigation was grounded in authors who engage with situated teaching practice, such as Cavalcanti (2012), Castellar (2010), and Callai (2011), whose works emphasize the formative role of territorial experience in the educational process. The methodology adopted consisted of action research, as it enables the integration between knowledge production and pedagogical intervention. Within this approach, the construction of the proposal occurred collaboratively, involving the teacher-researcher in all stages of the process: diagnosis of reality, planning of the intervention, application of the didactic sequence, systematic observation of classroom interactions, and analysis of the records produced. This methodology allowed pedagogical practice to be continuously reflected upon in light of concrete experience and the transformations observed throughout the students’ formative trajectory. The proposal was developed with 9th-grade classes of lower secondary education and organized into two main stages. The first focused on students’ collection of information about spaces of shared use between the conurbated cities. The second was dedicated to the production of affective maps, beginning with individual work and later collective work, culminating in the elaboration of a Citizen Letter. In this document, students expressed the meanings attributed to the territory, identified challenges, and pointed out possible suggestions for its valorization. The results indicated that the experience contributed to the strengthening of territorial belonging and to the promotion of pedagogical practices that recognize the territory as an educational dimension. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação 2026-04-10T00:00:00Z http://www.bdtd.uerj.br/handle/1/25512 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