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Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cartographic language has a great importance for the teaching of Geography, providing subsidies that broaden the possibilities of understanding the geographical space. However, many teachers havedifficulties in structuring Cartography concepts and in interpreting graphic materials, limiting cartographic approaches to superficial and decontextualized analyses of socio-spatial reality. Given these circumstances, this study proposes to reflect on the use of Social Cartography as a didactic alternative to overcome these obstacles, enabling the full development of the students spatial reasoning and critical awareness, based on their experiences. The discussion is based on the results of the application of a Social Cartography workshop, applied with three classes of a public high school inPernambuco, located in Recife. From the participatory construction of social maps of the neighborhood where the institution is located, the potential of Social Cartography for school geography was verified, enabling the understanding of cartographic knowledge and, at the same time, the critical formation of subjects in the face of social and spatial reality. From the methodological point of view, in addition to the practice mentioned above, a bibliographic survey was carried out on the platforms: Capes Journal Portal, Scientific Electronic Library Online (SciELO), ResearchGate and Google Scholar. The literature review was based on the following KEYWORDS: School Cartography, School Geography, Teacher Training and Social Cartography.

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Geography teaching has been problematized in recent years and new methodological approaches have been proposed in the light of overcoming traditional teaching methodologies. Aiming to fill a gap in the theory that involves the methodologies of geography teaching, this paper seeks to propose the use of film language to understand the concept of territory from the animation "The Lion King". Film language, added to the understanding of the concept of territory, presents itself as a possibility to the teaching of geography, as it is able to bring the conceptual - which often seems distant from the students - closer to concrete reality. Thus, it is believed that this proposal is capable of providing the development of skills and competences regarding this learning field, mainly because it allows the theoretical complexity of the concept territory to be unveiled from an interactive and pleasant language such as language. Even though it is easily accessible, it still has some obstacles in the field of education, especially with regard to planning difficulties.

Contemporary society from the technical-scientific informational milieu has spread new technologies ensuring greater access to information and knowledge. The knowledge ensured the evolution and development of socioeconomic relations which at the same time imposed forms of surveillance and control over society. Security and surveillance cameras are increasingly present in people's daily lives, mainly, motivated by the culture of fear and insecurity, where being monitored is necessary to ensure human reproduction in the midst of deepening socio-spatial inequalities. Having as spatial clipping and insertion a private teaching network of the municipality of Rio Claro-SP objective is in this article to establish the reporting and characterization of the use of surveillance cameras during the teaching-learning process in geography classes. As from a qualitative and dialectical approach, using observation, description, understanding and meaning of knowledge analyze how the presence of video monitoring cameras hinder development, interaction and learning processes of middle school students. Therefore, the present study was conducted in locus in 2017, during the discipline of Supervised Internship IV of the Undergraduate Program of the Biosciences Institute of UNESP, Rio Claro-SP, Brazil.

This research work aims to demonstrate the importance of knowledge of School Cartography from the use of Geotechnologies in Geography classes, applying the Google Earth Pro software as a possible Geotechnology to the teaching of School Cartography. Geotechnologies in school geography can be a very effective tool for the development of teaching and learning. The interaction between Geography, Cartography and Geotechnologies in the teaching-learning process of School Geography can establish the ideal conditions for the study and knowledge of the geographical space. Defining itself as a qualitative research, we used as research technique the action research associated with the questionnaire as a research instrument. The proposed activities were intended to stimulate the learning of third year high school students about School Cartography and Geotechnology through the use of Google Earth Pro software. Our aim was to provide teachers and students with new possibilities for improving teaching and learning.

In general, supervised internship is an important contact between the professional context and undergraduate students. In this article, an undergraduate student in Geography developed a workshop for students in a high school about Cartography. The experience obtained through this activity was organized in three parts: reflections about teaching profession; discussions in relation to the praxis of Geography teaching; and socialization of student reports that were produced during the workshop, resulting in significant learning. In this way, we understood that the content became more comprehensible than before, considering different methodological strategies that was adopted by the undergraduate student, resulting in a successful practice of Geography teaching.

The use of new Information and Communication Technologies (ICTs) in Brazilian public schools has been a challenge for teachers, especially in small towns in the interior of the Brazilian Northeast. This is the case of the Municipal School Maria do Carmo Nascimento Alves, in the Municipality of Canindé de São Francisco / SE. the purpose of this study was to analyze the contributions of ICTs in school regarding performance and motivation in the development of student learning. In this article, a study is made of how the Geography teachers of this school work with ICTs and what contribution these technologies have given to the teaching-learning process. The methodology adopted was qualitative, using as a data collection instrument the questionnaire. Five geography teachers were surveyed. The results showed that the technologies have contributed to the teaching-learning process. However, teachers find it very difficult to use technological tools because, in general, they do not have or receive training

The supervised training is an opportune time for the academic make their perceptions about school, about the students and especially on the teaching practice. This article, based on Kimura (2010), Luckesi (2011), Carlos (2012), Ramos (2012) and the PCNs Geography (1997), aims to report and discuss a lived experience through discipline Supervised Internship I, the degree course in Geography - IFPE EaD. Then deals with the classes observed in the institution. It also discusses the performance, methodological practices and procedures of the supervisory teacher and the absence of educational alternatives in the classes observed because of excessive use for textbooks. At the end is a brief assessment of the class of Year 6 "D", which happened four practical lessons.

Thinking Curriculum Supervised and how important it is for training in undergraduate and teaching practice in teaching geography. This article aims to discuss the importance of Supervised, training of licensing, future professor of geography. This learning process allows the licensing develop the interrelationship between theoretical knowledge acquired during the academic training and practice. Supervised stage provides the licensing dominion over the theory apprehended throughout the academic training and practice started from the time of the stage, experience able to promote the professional development of licensing. The methodology was based on Supervised Regency held at the Escola Municipal Luiz Tertuliano da Paz. We used the contributions of Elsa Yasuko Passini, Suellen Silva Pereira, Marieta Gouvêa de Oliveira Penna, and Izabel Cristina Scalabrin, which were key to building this article. In short, supervised internship gives the student teacher notions everyday classroom, enabling even learn to deal with everyday difficulties and also to achieve its main objective, which is to promote learning. The practice stage extends also the understanding of the environment in which the licensing will be inserted, and go experiencing the teaching profession's responsibilities.

Reflecting the importance of geography allows us to understand how this science is essential for understanding and intervention in social reality. The aim is to discuss pedagogical practices of PIBID fellows Geography subproject: "The City in Geography Teaching". The educational activities had important methodological steps as: advance planning; data collection in books, magazines and internet searches; music, Brazilian artists that address city and "The City" written by the artist from Pernambuco Chico Science, the song "Crime" Edson Gomes; video, produced by scholars demonstrating the development and transformation of the city of Palmares Union over the years The results show that the city of education in geography classes is of utmost importance for the development of students' criticality in relation to the urban space to which they are inserted, this is important seminars in order to arouse interest in the dynamic process city. Thus it is concluded that the practice of the seminar addressing content for the daily lives of students linked to a global scale develops an interrelationship between teaching and learning both involved in the process.

This study highlights the experience of the School Horta in town Jardim Cordeiro, Delmiro Gouveia/AL, which began in August 2014 with activities ongoing. The project is a school initiative, and counts on the partnership of all who attend the school. Its goal is to enable school students (1st to 9th grade) through the Teaching of Geography development of interdisciplinary skills and expertise environmental education, citizenship promotion, food security and contextualized educational practices, approaching the subject content to the community where they are inserted. To understand this process, observations were made in the school dynamics during the period 2013-2015 and interview with Professor of Geography. In this sense, it was realized that the school garden is ample space for individual and collective experiences, it stimulates accountability and enhances respect for the environment.

This article presents an account of Extension Project experience "of didactic and pedagogical materials for the teaching of geography," the IFAL - Campus Maceió, developed with students from a 9 of class year of a primary education institution located in the metropolitan area the capital of Alagoas. The activities were focused on the application of educational games and educational toys as stimulus tools to learning subjects of the discipline of Geography and were intended to serve as an alternative to traditional processes of knowledge construction commonly used in the classroom, aiming to arouse the interest of students in the subject and involved content. Through data analysis, it is clear that using the playful, aroused the interest of students in relation to approaches to discipline, which therefore confirms the effectiveness of the methodology