Regionalização: a construção de um conhecimento pedagógico do conteúdo

Abstract

The thesis was based on the assumption that the concept of region can be used to construct learning that mobilizes geographic reasoning. From this understanding, the following research question was reached: “What pedagogical knowledge and Geography content contribute to the development of geographic reasoning, considering the concept of region and the process of regionalization?” Pedagogical Content Knowledge (PCK) was used as a basis for the construction of individual teaching knowledge that combines perceptions of experience with practices of scientific practice. Based on this theoretical framework, the general objective was to identify and mobilize the knowledge necessary for the construction of learning related to the region and regionalization that operates with geographic reasoning. Since the research subjects are students in classes taught by the author, the investigation followed the assumptions of action research so that one of the specific objectives was achieved: the development of a regionalization methodology as a didactic exercise. This exercise, organized into two research instruments, mobilized specific mental actions, with emphasis on the differentiation, classification and representation of spaces. Regionalization, associated with an intentionality of research and/or teaching, was then understood as one of the principles of geographic reasoning, allowing the recovery of the identity of Geography at school through its epistemological status. Furthermore, the methodology created allowed the Geography teaching content to be revealed. When investigating geographic knowledge, the content was examined based on new understandings and, in the end, it was understood as the set of methods, concepts and actions that allow the production of pedagogical practices and learning related to the development of geographic reasoning