Alfabetização geográfica: o olhar dos educadores geográficos de universidades públicas brasileiras

Abstract

This work of Masters in Education intends to understand how geographical educators from public universities in Brazil comprehend their geographical literacy. In order to investigate it, the dialogue with the field of research had its basis on enunciative language theory creating an interpretative approach and, as a methodological path, dialogical interviews were made. The empirical interpellation goes through the subjects who work close to educators formation on Pedagogy courses in Brazilian public universities. Throughout the development of the present research it has been noticed that some crossings go by this formation aiming a geographical literacy. As a result of the present study, it has been revealed that Geography directed to the very first years of elementary school does not lean on geographical knowledge exclusively, it has also to do with crossings which constitute itself. The aim of this dissertation is to contribute with the reflections concerning to geographical literacy in Brazilian education.