A percepção do conceito de escala geográfica por professores de geografia da educação básica

Abstract

The geographic scale, along with space, landscape, territory, and other concepts of geography, is necessary to understand socio-spatial dynamics and also to assist in mediating topics and content in school geography. Moreover, it concerns the dimension of analyzing geographical phenomena and processes and is fundamental for their interpretation and/or understanding. Thus, it is one of the most important concepts for teaching geography. With that said, the question arises as to how this concept has been understood by geography teachers in basic education and how it has been appropriated by them in the approach to curricular content. This is an exploratory research, aimed at grounding a broader investigation into geographical concepts and the professional practice of the teacher. Therefore, a digital survey was applied to 15 teachers of basic education, who were invited to participate in the research. The results were systematized and coded using the MAXQDA software. Thus, through Content Analysis (Bardin, 1977), some categories were established for reflection based on the teachers' responses. These categories include: conceptual error, when there are misconceptions; partiality in understanding, when the explanation does not demonstrate complete clarity of the concept; and coherence, when there is correspondence between the conception and its application in teaching. All these categories were identified in the information obtained from the teachers.