Two Notorious and Historical Dimensions of Brazilian Geography
DOI:
https://doi.org/10.11606/issn.2179-0892.geousp.2025.237745Keywords:
Brazilian geographyAbstract
This new issue of GEOUSP Journal brings readers a diverse collection of articles that reflect two historically significant dimensions of Brazilian geography. Despite institutional fluctuations across different levels of government, geography has long been deeply rooted as a core subject for students between 10 and 18 years old. This explains why most undergraduate geography programs in Brazil, including those in the federal system, focus on teacher education. Thus, teacher training and the resulting reflections on geography education (school geography) naturally unfold as part of our field of knowledge. However, as is widely known, since at least the 1960s, geography in Brazil has also taken shape as a field of scientific knowledge production, of original research (Faria, 2012). We wish to highlight these two dimensions: scientific production and teacher education. The articles in this issue of GEOUSP illustrate that while these two facets are distinct, they are far from separate; instead, they have always coexisted deeply interwoven.
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References
FARIA, Marcelo Oliveira de. Em busca de uma epistemologia de geografia escolar: a transposição didática. Tese (Doutorado em Educação) – Universidade Federal da Bahia. Faculdade de Educação, Salvador, 2012.
GIROTTO, Eduardo Donizeti. Educação à distância e formação docente em geografia: um olhar a partir da geografia da educação. Revista da ANPEGE, v. 20, p. 1-36, 2024.
OLIVA, Jaime Tadeu. Ensino de Geografia: um retardo desnecessário. In: ALESSANDRI CARLOS, Ana Fani (org.). A Geografia na sala de aula. São Paulo: Editora Contexto, 1999. p. 34-49.
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