<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sonia  Vanzella Castellar</style></author><author><style face="normal" font="default" size="100%">Núbia  Moreno</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GEOGRAPHICAL EDUCATION: PAST EXPERIENCE, CURRENT TRENDS AND FUTURE CHALLENGES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">geography education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching of geography</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2593720</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">27</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It was in the context of the meeting of learning and concern that took place at the XI Encontro de Geógrafos da América Latina –EGAL- (Meeting of Geographers of Latin America) - located in the city of Bogotá, Colombia, from the 26th. to the 30th. of March 2007, that REDLADGEO was set up with various Latin American researchers. The intention was to create real and virtual spaces in which to present the results of academic research and organize joint investigative projects to strengthen, in the countries of origin, the line of research in Geography Teaching/Geography Education. Therefore, the origin of the network is based on the interest expressed by Latin American academicians and institutions with a central preoccupation: the teaching of geography, its tendencies, problems and possibilities among others to amplify its field of incidence and participation to international level, reflection and theories that favor the permanent constructive action of researchers in Geography Education.
 The problems observed in the classroom lead us think about the manner of teaching and how the students learn. The questioning in common among researchers of various countries also addressed the difficulties in the reading and writing of the students and in respect of geography, how they do not perceive the space in which they live, understand spatial relationships or adequately locate themselves in the place in which they live. Understanding themselves spatially could stimulate students to read a map and recognize elements of the reality in which they live. Many of the experiences presented at the meetings and seminaries show that in general, basic education students, often including the teachers, are not able for example to read a map – its keys –, although for geography this reading is important for the understanding of other geographical concepts. That is, the map has a language that needs to be understood, as in the text of any literary genre, therefore the students need to become geographically and at the same time scientifically literate. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sonia  Vanzella Castellar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">OVERCOMING THE LIMITS FOR A MEANINGFUL GEOGRAPHICAL EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">geographic education</style></keyword><keyword><style  face="normal" font="default" size="100%">meaningful teaching and learning</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2593721</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">27</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This is an article analyzing the didactic action and the involvement of geography teachers with their actions in the classroom. This article is the result of analysis of research, financed by the Fundação de Amparo à Pesquisa (FAPESP), and took place in a public school in the State of São Paulo. The central objective was to analyze knowledge and teaching practices in geography. The discussions presented here are focused on teaching practices – the classroom didactic – aimed at altering the logic of the organization of the school curriculum for Geography in Fundamental Teaching (5th to 9th. years). It also deals with analyzing the teaching and learning of geography, considered most important to the extent that geographic knowledge permits understanding of places and human actions, thereby overcoming a paradigm common in Geography in various countries, of its being a discipline to stimulate learning by rote and description with no relevance to the school curriculum. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-19</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jerusa  Vilhena de Moraes</style></author><author><style face="normal" font="default" size="100%">Sonia  Vanzella Castellar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENTIFIC LITERACY, PROBLEM BASED LEARNING AND CITIZENSHIP: A SUGGESTION FOR GEOGRAPHY STUDIES TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">geography teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">problem based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917778.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this paper we will present a part of our thesis: a proposal of problem based learning inside the Geography teaching as an alternative way to the scientific literacy and the citizenship. The research was developed under the context of Elementary School and the Middle School I and II teacher training, and it can contribute to a higher and wider reflection on propositions to the improvement of pedagogical practices and the learning of scientific concepts. This proposal can allow a link between practice and theory: help to organize classes, not just emphasizing the content, but the learning of some scientific concepts and, at the same time, the abilities and proceedings linked to different areas of knowledge. Scholars dealing with teaching (Lambros, 2002; Leite &amp; Esteves, 2006, and others) have been showing that this methodology enable the students a more independent and meaningful learning of scientifical concepts, helping them to develop the competencies and abilities linked to the logical reasoning and cooperation. We will present two different cases to discuss if this methodology can allow an integrated learning process and if they contribute to an improvement of the teaching. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">119-127</style></section></record></records></xml>