Revista de Educação Geográfica | U.P.最新文献

Os Cavalos de Fão e o Padre Chaves Coupon (1912-1939): apontamentos para uma abordagem à estrutura portuária do Norte fao的马和神父Chaves Coupon(1912-1939):北方港口结构方法的注释

Revista de Educação Geográfica | U.P. Pub Date : 2019-12-09 DOI: 10.21747/21840091/4a8

Jorge Fernandes Alves, E. Pacheco

{"title":"Os Cavalos de Fão e o Padre Chaves Coupon (1912-1939): apontamentos para uma abordagem à estrutura portuária do Norte","authors":"Jorge Fernandes Alves, E. Pacheco","doi":"10.21747/21840091/4a8","DOIUrl":"https://doi.org/10.21747/21840091/4a8","url":null,"abstract":"No extenso lastro histórico do estuário do Cávado, os Cavalos de Fão são um referente nas condições de navegação relacionadas com o porto de Esposende e as condições de navegação pela costa do Norte de Portugal. Na literatura técnica, continuam a sublinhar-se os condicionamentos do movimento das embarcações em Esposende: “por fora do estuário existem as muito perigosas cadeias de recifes conhecidas por Cavalos de Fão que não dispõem de qualquer assinalamento luminoso”, diz-se num recente Roteiro da Costa de Portugal, da responsabilidade do Instituto Hidrográfico, sublinhando, mais à frente, que “para se atingir a barra haverá que ultrapassar os recifes dos Cavalos de Fão, que deixam entre si algumas carreiras navegáveis”, apontando então a Carreira da Fonte Limpa e as indicações a seguir pelas embarcações (MDN, 1990, 4-10). Esta descrição não diverge muito, no essencial, de uma outra já apresentada, em 1712, numa Arte de Navegar, da responsabilidade de Manuel Pimentel, cosmógrafo-Mor do Reino, ganhando aqui mais colorido descritivo e que, por isso, vale a pena transcrever (com ortografia atualizada):","PeriodicalId":127748,"journal":{"name":"Revista de Educação Geográfica | U.P.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129027193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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O que (não) mudou no ensino da Geografia 地理教学有什么(没有)改变

Revista de Educação Geográfica | U.P. Pub Date : 2019-12-09 DOI: 10.21747/21840091/4a5

M. H. Ramalho

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Relato de uma atividade pedagógica: um workshop intensivo no âmbito da UC Cidades e Sustentabilidade 一项教学活动的报告:在加州大学城市和可持续发展框架内的密集研讨会

Revista de Educação Geográfica | U.P. Pub Date : 2019-12-09 DOI: 10.21747/21840091/4a6

Helena Madureira, Mateus Magarotto, A. Monteiro, Márcia Aroma

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Lisboa – São Tomé. Um roteiro de navegação, várias viagens e muitos tempos 里斯本- sao tome。一个路线图，几次旅行，很长时间

Revista de Educação Geográfica | U.P. Pub Date : 2019-12-09 DOI: 10.21747/21840091/4a7

Sandra Cruz

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A formação inicial de professores de Geografia no Brasil por meio de políticas de iniciação à docência: o caso do PIBID 通过教学导论政策对巴西地理教师进行初步培训:以PIBID为例

Revista de Educação Geográfica | U.P. Pub Date : 2019-12-09 DOI: 10.21747/21840091/4a2

Maria Anezilany Gomes do Nascimento

{"title":"A formação inicial de professores de Geografia no Brasil por meio de políticas de iniciação à docência: o caso do PIBID","authors":"Maria Anezilany Gomes do Nascimento","doi":"10.21747/21840091/4a2","DOIUrl":"https://doi.org/10.21747/21840091/4a2","url":null,"abstract":"This article aims to present the impacts of the Brazilian Program of Scholarships to Teaching Initiation - PIBID on the teacher training of Geography in Brazil, focusing on the intervention on the professional identity for the teaching profession, and redetermination of the role and place of co-trainers and knowledges of training in the exercise of practical rationality in the development of curricular components, and in the construction of topophilic relations with the School and with geography as a school discipline, considering its multiple languages and potentialities. The birth of PIBID in the early 2000’s results from the recognition by the Brazilian Ministry of Education of the challenges posed by global political in education. The PIBID, along with other programs of professional training and teaching valorization, goes through a redefinition in the national agenda. The drastic reduction of quotas interrupts the continuity of already consolidated subprojects. These are difficult times for Geography, in the context of the crisis of Basic and Secondary Education in Brazil, and for teacher professionalization, whose most evident challenges are related to practical rationality in the formative process and to the centralization of places, knowledge and subjects essential to training. When a program that begins to reap the first positive results of an introduction to teaching in Geography, and collaboration of the spaces and protagonists involved in the initial formation, is being experienced in an unprecedented way, giving feedback to the desired reflection-in-action cycle, the uncertain future of this policy leads us to reflect on when and how initial teacher training will be a permanent and priority agenda in our actions.","PeriodicalId":127748,"journal":{"name":"Revista de Educação Geográfica | U.P.","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122458458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Characterization of teaching and learning styles in geography: a step towards their inclusion in secondary classrooms 地理教学风格的特征:迈向将其纳入中学课堂的一步

Revista de Educação Geográfica | U.P. Pub Date : 2019-12-09 DOI: 10.21747/21840091/4a1

José Díaz-Serrano

{"title":"Characterization of teaching and learning styles in geography: a step towards their inclusion in secondary classrooms","authors":"José Díaz-Serrano","doi":"10.21747/21840091/4a1","DOIUrl":"https://doi.org/10.21747/21840091/4a1","url":null,"abstract":"This paper constitutes a summary of the main contributions of a PhD thesis focused on the understanding of the processes of educational influence; that is to say, the practices that allow teachers and other educational agents to help, in an adjusted way, the students. Specifically, this is a study that attempt to define the learning and teaching styles as a decisive aspect in these processes of influence and, therefore, in the evaluation of the students and their performance. Highlighting the necessity to transfer our results to classroom practices and taking as a theoretical reference the cycle of experiential learning, the methodological research procedure is approached from a mixed design and structured according to the CIPP model of evaluative research of an educational geography program. The participants are teachers and students from 10 secondary schools in Murcia (Spain), including a group of 23 students who received the implementation of the defined educational sequence whose evaluation, analysis and discussion have led a series of conclusions that will guide future educational designs, through the learning and assessment activities, according to the learning style of the students.","PeriodicalId":127748,"journal":{"name":"Revista de Educação Geográfica | U.P.","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126375959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

O som das imagens no ensino e aprendizagem de Geografia no 3.º ciclo do Ensino Básico

Revista de Educação Geográfica | U.P. Pub Date : 1900-01-01 DOI: 10.21747/21840091/geo5a6

Ana Carina Macedo

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¡Fuera de clase! Enseñar y aprender el paisaje en Educación Primaria 离开教室!在小学教育中教授和学习景观

Revista de Educação Geográfica | U.P. Pub Date : 1900-01-01 DOI: 10.21747/21840091/geo5a3

Clara Manrique-Velayos, Xosé Carlos Macía Arce

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Os Exames Nacionais de Geografia de 2019 e a sua capacidade de avaliar o Pensamento Espacial 2019年国家地理考试及其评估空间思维的能力

Revista de Educação Geográfica | U.P. Pub Date : 1900-01-01 DOI: 10.21747/21840091/geo5a1

Cristiana Martinha

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Importância do estágio supervisionado para a formação docente em Geografia 督导实习对地理教师培训的重要性

Revista de Educação Geográfica | U.P. Pub Date : 1900-01-01 DOI: 10.21747/21840091/geo5a2

Eduardo Cassiano da Silva, Kariny Lucas Silva

{"title":"Importância do estágio supervisionado para a formação docente em Geografia","authors":"Eduardo Cassiano da Silva, Kariny Lucas Silva","doi":"10.21747/21840091/geo5a2","DOIUrl":"https://doi.org/10.21747/21840091/geo5a2","url":null,"abstract":"This article discusses the importance of supervised internship, activity required in undergraduate courses and here with a greater attention to the area of geography. The purpose of supervised internship practice is to develop in each undergraduate student not only the understanding of the theories studied during the undergraduate course, but also their applicability and reflection on the practice that begins at this moment, equipping the teacher in formation. for the transformation of society. The supervised internship provides the graduate with mastery of theoretical and practical instruments essential to the performance of their duties and aims to benefit from the experience and promote the development, in the professional field, of the theoretical and practical knowledge acquired during the course in higher education institutions. favor, through various educational spaces, the expansionof the cultural universe of future teachers. This is a broad challenge, because during the internship the student needs to get used to differences between students and their contexts, to understand that the classroom cannot be a space of stress, that it is necessary to have tranquillityin dealing with students. and that through an interactive process, teacher and student need to transform the classroom into an environment of pleasure, growth on both sides and achievements. In short, the supervised internship gives the notion of what the future teacher will face in his daily life, learning how to deal with daily contingencies and achieving his greater goal, which is the promotion of learning. This practice also broadens the understanding of the environment in which it operates, as well as the responsibilities of its work.","PeriodicalId":127748,"journal":{"name":"Revista de Educação Geográfica | U.P.","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116990324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0