O uso de diferentes linguagens e a mobilização do raciocínio geográfico na formação inicial dos professores de geografia: uma análise a partir da dimensão semântica da Teoria dos Códigos de Legitimação (TCL)

Abstract

This work aimed to investigate and understand how the use and appropriation of different languages by Geography undergraduates contribute to the mobilization of geographical reasoning. Language is considered a mediating instrument of communication, allowing us to connect with people, obtain information about phenomena and spatial dynamics, as well as represent reasoning about a spatial analysis. In the school context, languages such as images, photographs, maps, diagrams, audiovisuals, graphs, and other forms of representation are resources that teachers use to mobilize student’s knowledge. For this reason, the curriculum documents for the Geography content establish competencies and skills with the aim that, by the end of primary school, students should be able to use different languages to read and understand the world in which they live. The research is qualitative and was carried out at the Geoscience Institute of UFMG with the follow-up of a Geography undergraduate class. The students in this class produced didactic sequences focusing on the use of different languages for the 9th year of Primary School - Final Years. To produce the didactic sequences, the students used as a reference the model proposed by Morais, 2021, the cognitive domain theory of Bloom et al. (1956), Silva (2021), the National Common Core Curriculum (BNCC - Geography, 2017) and Silveira (1999), to help to produce activities that promote the mobilization of geographical reasoning. The questions (statements) and languages used in six didactic sequences produced by Geography undergraduates were analyzed using the semantic dimension of the Legitimation Code Theory - LCT, developed by Maton (2013), and adapted by the translation device proposed by Cruz and Roque Ascenção (2024) for analyses directed at Geography Teaching. This theory allows us to visualize the construction of school knowledge employing waves. The formation of these waves lies in the variation of the force continuum between context dependence and the condensation of meanings during the development of activities. The analyses indicated that the teacher's planning when choosing languages may or may not guarantee a path to understanding the content. When these choices or selections are appropriate, they fit to the student's cognitive level and provide the information needed to understand the phenomena studied. However, the languages selected that are not appropriate request a cognitive effort incompatible with the level of demand of the question, making it difficult to understand and solve.