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):
在cavado河口广阔的历史压载中，fao马是与埃斯波森德港有关的航行条件和葡萄牙北部海岸的航行条件的参考。在技术文献中，继续强调埃斯波森德对船只运动的限制:外面“河口存在的危险的珊瑚礁被马的太没有明亮的警报”,说近期的脚本葡萄牙海岸国家强制性的责任,进一步对实现“必须克服了珊瑚礁的马栏太职业之间,他们将会朝向水路”,那清洁及适应症的事业沿着船只(MDN,1990, -10)。这一描述与1712年由曼纽尔·皮门特尔(Manuel Pimentel)在《航海艺术》(art of navigation)一书中提出的另一种描述并没有太大的不同，他是王国的首席宇宙学家，在这里获得了更多的描述色彩，因此值得抄写(更新的拼写):
{"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}
{"title":"O que (não) mudou no ensino da Geografia","authors":"M. H. Ramalho","doi":"10.21747/21840091/4a5","DOIUrl":"https://doi.org/10.21747/21840091/4a5","url":null,"abstract":"","PeriodicalId":127748,"journal":{"name":"Revista de Educação Geográfica | U.P.","volume":"3 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":"129376290","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}
Helena Madureira, Mateus Magarotto, A. Monteiro, Márcia Aroma
In this paper we present a pedagogical experience developed in the academic year 2018/2019 within the Curriculum Unit “Cities and Environmental Sustainability” of the Master in Hazards, Cities and Spatial Planning, which took place in an intensive workshop dedicated to solving factual problems with the active involvement of the local community. It describes and discusses the workshop development process, starting with its conception and preparation by the teachers, going through the intensive workshop itself and ending with a discussion of the main results achieved.
{"title":"Relato de uma atividade pedagógica: um workshop intensivo no âmbito da UC Cidades e Sustentabilidade","authors":"Helena Madureira, Mateus Magarotto, A. Monteiro, Márcia Aroma","doi":"10.21747/21840091/4a6","DOIUrl":"https://doi.org/10.21747/21840091/4a6","url":null,"abstract":"In this paper we present a pedagogical experience developed in the academic year 2018/2019 within the Curriculum Unit “Cities and Environmental Sustainability” of the Master in Hazards, Cities and Spatial Planning, which took place in an intensive workshop dedicated to solving factual problems with the active involvement of the local community. It describes and discusses the workshop development process, starting with its conception and preparation by the teachers, going through the intensive workshop itself and ending with a discussion of the main results achieved.","PeriodicalId":127748,"journal":{"name":"Revista de Educação Geográfica | U.P.","volume":"26 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":"131832893","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}
This article looks at the description of the trip between Lisbon and Sao Tome, known as “anonymous pilot's report”, trying to reflect on the representation of the space that the sailor crosses and tells in the 19th century. XVI. From the information included in the text - latitudes, distances and directions, wind and current regimes, knowledge of sea floors, fish and sky - it can be said that this report is a navigation route, a belief reinforced by the accuracy of the pilot's coordinates when projected into a contemporary Atlantic chart. But the document includes much information unnecessary to the art of seafaring, so the historical dimension becomes fundamental in reading this trip.
{"title":"Lisboa – São Tomé. Um roteiro de navegação, várias viagens e muitos tempos","authors":"Sandra Cruz","doi":"10.21747/21840091/4a7","DOIUrl":"https://doi.org/10.21747/21840091/4a7","url":null,"abstract":"This article looks at the description of the trip between Lisbon and Sao Tome, known as “anonymous pilot's report”, trying to reflect on the representation of the space that the sailor crosses and tells in the 19th century. XVI. From the information included in the text - latitudes, distances and directions, wind and current regimes, knowledge of sea floors, fish and sky - it can be said that this report is a navigation route, a belief reinforced by the accuracy of the pilot's coordinates when projected into a contemporary Atlantic chart. But the document includes much information unnecessary to the art of seafaring, so the historical dimension becomes fundamental in reading this trip.","PeriodicalId":127748,"journal":{"name":"Revista de Educação Geográfica | U.P.","volume":"104 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":"129219890","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}
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.
{"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}
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.
{"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}
Pub Date : 1900-01-01DOI: 10.21747/21840091/geo5a6
Ana Carina Macedo
{"title":"O som das imagens no ensino e aprendizagem de Geografia no 3.º ciclo do Ensino Básico","authors":"Ana Carina Macedo","doi":"10.21747/21840091/geo5a6","DOIUrl":"https://doi.org/10.21747/21840091/geo5a6","url":null,"abstract":"","PeriodicalId":127748,"journal":{"name":"Revista de Educação Geográfica | U.P.","volume":"2 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":"131166026","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}
Pub Date : 1900-01-01DOI: 10.21747/21840091/geo5a3
Clara Manrique-Velayos, Xosé Carlos Macía Arce
The teaching and learning of landscape concept is an essential part of Geography education in primary school. However, landscape has been repeatedly approached from incomplete perspectives that make it difficult for students to understand, resulting in an inaccurate idea of what landscape means. This article aims to provide a guide for teaching this concept in elementary schools. Firstly, a literature review is used to narrow down the concept of landscape. Following, a critical analysis of the educational curriculum and the textbooks is developed. Finally, several suggestions of resources and tools are presented to properly address the landscape in Primary schools
{"title":"¡Fuera de clase! Enseñar y aprender el paisaje en Educación Primaria","authors":"Clara Manrique-Velayos, Xosé Carlos Macía Arce","doi":"10.21747/21840091/geo5a3","DOIUrl":"https://doi.org/10.21747/21840091/geo5a3","url":null,"abstract":"The teaching and learning of landscape concept is an essential part of Geography education in primary school. However, landscape has been repeatedly approached from incomplete perspectives that make it difficult for students to understand, resulting in an inaccurate idea of what landscape means. This article aims to provide a guide for teaching this concept in elementary schools. Firstly, a literature review is used to narrow down the concept of landscape. Following, a critical analysis of the educational curriculum and the textbooks is developed. Finally, several suggestions of resources and tools are presented to properly address the landscape in Primary schools","PeriodicalId":127748,"journal":{"name":"Revista de Educação Geográfica | U.P.","volume":"1 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":"131146580","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}
Pub Date : 1900-01-01DOI: 10.21747/21840091/geo5a1
Cristiana Martinha
The development of spatial thinking is a key objective of Geographical Education. Because of that, it is important to analyse if the national exams of Geography of Portugal are able to evaluate this key objective of Geographical Education. We analysed all the questions of the three exams of Geography of the year 2019 and we classified these questions using the Taxonomy of Spatial Thinking developed by Jo and Bednarz, 2009. We concluded that in these Geography’s exams of 2019 the majority of the questions evaluate the spatial thinking in a low level. The questions that ask a spatial thinking in a middle level are almost not existing and there are few questions evaluating the spatial thinking in the higher level of the taxonomy. Because of this, the results of our research are in the same line of the results of other authors that defend the national exams of Geography of secondary education in Portugal need to change and also the curriculum of this education level for the subject of Geography
{"title":"Os Exames Nacionais de Geografia de 2019 e a sua capacidade de avaliar o Pensamento Espacial","authors":"Cristiana Martinha","doi":"10.21747/21840091/geo5a1","DOIUrl":"https://doi.org/10.21747/21840091/geo5a1","url":null,"abstract":"The development of spatial thinking is a key objective of Geographical Education. Because of that, it is important to analyse if the national exams of Geography of Portugal are able to evaluate this key objective of Geographical Education. We analysed all the questions of the three exams of Geography of the year 2019 and we classified these questions using the Taxonomy of Spatial Thinking developed by Jo and Bednarz, 2009. We concluded that in these Geography’s exams of 2019 the majority of the questions evaluate the spatial thinking in a low level. The questions that ask a spatial thinking in a middle level are almost not existing and there are few questions evaluating the spatial thinking in the higher level of the taxonomy. Because of this, the results of our research are in the same line of the results of other authors that defend the national exams of Geography of secondary education in Portugal need to change and also the curriculum of this education level for the subject of Geography","PeriodicalId":127748,"journal":{"name":"Revista de Educação Geográfica | U.P.","volume":"41 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120852546","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}
Pub Date : 1900-01-01DOI: 10.21747/21840091/geo5a2
Eduardo Cassiano da Silva, Kariny Lucas Silva
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.
{"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}
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