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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Since the systematization of geographic science, certain aspects of human life were no longer incorporated into its conception. The soul is one of them. The current of humanist geography, using a phenomenological philosophy, intends to overcome a Cartesian logic, for this purpose it appropriates subjective aspects that were previously disregarded. In this sense, authors such as Dardel and Tuan will be exemplified. Still, there is no connection between geography and the soul. Therefore, starting from the contributions of archetypal psychology conceptualized by James Hillman, based on Jung's analytical psychology, we will reflect on the contribution of this thought to geography. In this little explored interconnection, it is possible to construct a geography of the soul. This would be a perspective on communicating with an animated world. Its objective would be the deformation and construction of images, making all contact with the world an imaginative archetypal experience. [ABSTRACT FROM AUTHOR]

This work is an excerpt from the master's thesis entitled “Citizenship in the Initial Training of Future Geography Teachers: A report from UFT and Unifesspa”. Attention turns to future Geography teachers and their initial training, raising concerns about: a) what is the conception of future Geography teachers at Unifesspa, Marabá campus, and UFT, Porto Nacional campus, about citizenship?; b) Do the respective degree courses train teachers from the perspective of citizenship training?; c) How does the initial training of these subjects take place in the face of transformations in the contemporary world?; d) How does Geography contribute to citizenship formation? To carry out this research, some procedures were considered based on the proposed objectives. The methodologies used were: 1st) research and bibliographic survey; 2nd) documentary analysis of the Pedagogical Course Project (PPC) for a degree in Geography at Unifesspa and UFT; 3rd) preparation and application of questionnaires and finally, 4th) discussions of the results obtained after the data collected through the completed questionnaires. Geography must be presented as a tool that will help young students understand their reality and seek changes, being able to act politically in the construction of a fairer society. Therefore, it is necessary from the initial training of Geography teachers to build transformative knowledge capable of contributing to the exercise of school Geography and the promotion of civic practices. [ABSTRACT FROM AUTHOR]

The comprehension of the phenomena that pervade our world is a pursuit that extends beyond the confines of conventional disciplinary boundaries. In recent decades, mathematical modeling has emerged as a powerful tool for elucidating the enigmas of these intricate phenomena, irrespective of their provenance in the exact sciences, biology, geography, or other domains of human knowledge. In this sense, the objective of this study was to review and recover concepts inherent in modeling with a focus on interdisciplinarity. From this comprehensive review, it can be inferred that by exploring examples in various disciplines, the crucial role that mathematical modeling plays in understanding and predicting complex phenomena becomes evident. Through the analysis of the various techniques and approaches presented, it is notable how mathematical modeling transcends disciplinary boundaries, providing unique insights and powerful tools for exploring the natural world and the interactions that occur within it. [ABSTRACT FROM AUTHOR]

This research sought to understand how field classes could encourage the study and understanding of geographic content, analyzing the benefits, seeing how theory and practice would come together in the teaching-learning process, in addition to realizing the role of interdisciplinarity in field research due to the different facets that the space presents and the inefficiency of the unilateral action of a single discipline in the face of the complexity of the world, and finally, to describe the main characteristics that make up this activity, with the aim of having a better idea of the steps relevant to its implementation. To this end, a bibliographical study of a qualitative nature was used with the descriptors: geography and teaching and field classes, on the websites Scielo, Periódico Capes and Google Scholar, in which there was a significant approval of the use of this methodology, as a result of of the benefits perceived, in addition, difficulties in carrying it out were reported, such as the lack of preparation on the part of teachers, who are not taught in a decent way how to carry out its application and, moreover, the use of field classes as an effective means of scientific initiation, in terms of presenting a study method that encourages students to research the phenomena that surround them, through an analysis that can be local, the place of belonging, the student's affection or an unfamiliar space, but which, if well worked on, can generate engagement whose main objective is to enable the individual to perceive and resolve personal and collective issues. [ABSTRACT FROM AUTHOR]

Amapá, in the Brazilian Amazon, and the Province of Santa Cruz, in Argentine Patagonia, are considered both frontier territories, as much in terms of the frontier geography as the forms of development. These facts have produced significant conflict situations. The central objective of the research was to analyze capitalist accumulation in the border zone in two provinces/states, one in the north; and the other in the south of the South American continent, concerning the big economic projects and the disputes facing socio-territorial movements. In terms of method, we start from decolonialism and political ecology as a way of demonstrating the relevance of socio-territorial movements, based on orality, information from official databases, maps and images. images. As a result, we realized that developmentalist discourses prevail, whether via the state or large capitalist enterprises, leading to the denial or disqualification of those who are either directly affected or deterritorialized; or who fight for the right to a living territory. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Direito e Práxis is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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 Pixo: Revista de Arquitetura Cidade e Contemporaneidade is the property of Pixo Revista de Arquitetura Cidade e Contemporaneidade 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 Pixo: Revista de Arquitetura Cidade e Contemporaneidade is the property of Pixo Revista de Arquitetura Cidade e Contemporaneidade 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 Pixo: Revista de Arquitetura Cidade e Contemporaneidade is the property of Pixo Revista de Arquitetura Cidade e Contemporaneidade 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.)

The cyberspace is a topic with few investigations in Brazil, mainly in Geography, which should expand its discussions in the face of the transformations of society interconnected by networks. In the globalized world, capitalist society is increasingly inserted into cyberspace by its social, economic, political, religious, cultural dynamics, etc. The internet brought many benefits, such as prompt access to information and knowledge, offering a new form of entertainment and relationships, but also presents conflicts, violence and prejudice. Geography must provide theoretical, methodological and axiological tools that allow students to interpret social relations in virtuality and that provide conceptual, procedural and attitudinal bases that contribute to the formation of digital citizenship. This article is presented as one of the reflections constructed in the PhD thesis in Geography, defended in 2024, which positioned geographic science with its categories of analysis in relation to cyberspace and its virtualization process, elaborating a specific definition of what was analyzed by cyberregion, guided by an interscalarity, as exemplified by the contemporary phenomenon of chans. [ABSTRACT FROM AUTHOR]

Preparatory popular courses play a crucial role in democratizing preuniversity education, especially for low-income students. These initiatives provide access to quality academic preparation that would often be out of reach for these students. A significant example is the implementation of inclusive activities, such as the use of tactile maps in Geography classes. These activities not only make learning more accessible but also promote a deep and meaningful understanding of the content. The collective construction of pedagogical materials involves active student participation, strengthening a sense of community and collaboration. This process facilitates learning geographical concepts and develops important cognitive, social, and emotional skills. By working together on creating these materials, students learn to value teamwork, communication, and critical thinking. This experience report in Geography classes at the "Cursinho Educação e Cidadania" of the Federal University of São Carlos (UFSCar) highlights how studying urban and environmental issues through cartography and inclusive methods, such as tactile maps, can transform learning and empower students. These approaches improve academic performance and contribute to the formation of more engaged and critical individuals. [ABSTRACT FROM AUTHOR]

By proposing a text about the need to teach Milton Santos, the main intention is to show the importance of this black intellectual for critical thinking, not only in Geography, but in any area of knowledge dedicated to understanding the dynamics of territories from of different vectors. It is certainly impossible in this article to cover all of Milton Santos' theory that can be transformed into classroom content. That is why we chose to develop a reflection with the various faces of globalization as its guiding theme, above all, the face of socioeconomic perversity that influences education, racial issues, and the entire territory. To teach the topic of globalization through a critical approach in the classroom, we suggest videos - documentaries and interviews - in which Milton Santos is the protagonist. The videos help to establish the image and corporeality of Milton Santos and contribute to expanding the understanding of his worldview. Finally, we hope to contribute to reinforcing the relevant legacy of this important geographer for the critical understanding of the world in which we live. [ABSTRACT FROM AUTHOR]

The article "L'APPROCHE CULTURELLE" is a critical review of Paul Claval's book on Cultural Geography. The author explores the evolution of Cultural Geography in different national contexts, such as the United States, Portugal, and Brazil. The book addresses the importance of culture in society, highlighting its influence on communication, human relationships, and the formation of territories. Culture is also analyzed in relation to space, environment, and landscape, revealing how people attribute symbolic meanings to places. The text discusses the interaction between territory, power, and culture in the formation of spatial configurations. The cultural perspective in Geography emphasizes the influence of culture on the configuration of space and human interaction with the environment. Culture is seen as a dynamic force that permeates all aspects of geographical space. However, Claval's work is criticized for not sufficiently addressing the methodological implications of the cultural approach. The text discusses the cultural approaches proposed by Anderson, which include culture as "assembled effect," "mediated experience," and "ways of life." These approaches highlight the dynamism of culture and its relationship with power, social practices, and geographical and historical transformations. The author also mentions Claval's work, which contributes to the study of culture but emphasizes the importance of contemporary approaches to understanding culture and its impact on current societies. The cultural approach in contemporary geography plays a fundamental role in understanding the interactions between culture and space, highlighting the importance of information, communication, and knowledge in modern life. Culture permeates all spheres of society, and its critical analysis is essential for understanding social, economic, and political transformations. Claval's work is a philosophical and analytical journey that reveals the profound and multifaceted influence of culture on society. [Extracted from the article]

The National Education Program in Agrarian Reform (Pronera) is considered the first public policy conquered by the Rural Education movement. It is a public policy created to be implemented in Agrarian Reform peasant territories. It was created in 1998 by the strength of the struggle of peasant socio-territorial movements. This program allowed thousands of peasant-settlers to have the right to access different levels of formal education, and, among these, is the training of rural educators. The training courses for rural educators by Pronera use the Pedagogy of Alternation as a pedagogical matrix. This methodology intends to link work, culture and peasant life experiences with technical-scientific knowledge. The purpose of this text is to discuss the emancipatory importance of training rural educators and the methodology of Pedagogy of Alternation in higher education courses at Pronera, using the Special Graduation Course in Geography (CEGeo) as an analysis point. The methodology used was theoretical discussion, documentary research on the Pronera Operations Manual and CEGeo's Pedagogical Curricular Project and interviews with peasant students of the Course. The course was constructed in horizontal dialogue with peasant socio-territorial movements, establishing a dialogic relationship between the University, Socio-territorial Movements and the State. In this course, 46 peasant-settlers graduated in geography. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

According to the International Charter on Geographical Education regarding the subject of Geography, this curricular area can provide students an important way to develop not only theoretical-practical skills, but also to assimilate ways of promoting citizenship. This article aims to present a study carried out in a professional education context. It was filled up by the preoccupation of understanding the importance of Geography in the construction of the curricular design in such educative context. In terms of methodology, it was adopted a qualitative analysis, by carrying out surveys through interviews with professionals that operate in this field. The results pointed to the idea that geographic education provides students essential skills to understand the world, also helping them to develop personal autonomy. It was concluded that geographic content is essential in the drawing of professional courses. [ABSTRACT FROM AUTHOR]

Places can be defined and (re)signified by destructive, disruptive and thanatological events that transform them into ruins. Thus, there are expressive horizons of topocide's meanings that can be interpreted by cultural geographers. This essay scrutinizes the ways through which the phenomenon of topocide creates ruined geographies in multiple processes of place flagellation. To do so, it employs an ecophenomenological perspective that aims to expand comprehensions on how this problematic affects the intercorporal and intersubjective entanglements of more-than-human places. It utilizes examples from literary texts, artworks and the author's lived experiences to put into evidence that topocide echoes disruption of creative place-making potentialities in co-vulnerable contexts of being-in-and-ofthe-Earth. It concludes that it is necessary to promote other ways of cohabitation and coexistence in the fractures and fissures amidst the ruins. [ABSTRACT FROM AUTHOR]

The most diverse fields of knowledge have focused on understanding the dimension of space and time in human sociability for centuries. In the field of Geography is also a very traditional topic in terms of academic research. But the second half of the 20th century brought an expansion in reflections on temporal research, due to Hagerstrand's temporal geography research, as well later contributions in broader and more critical perspectives. But there are still few studies in Brazil with this theme. This paper aims to contribute to the understanding of the foundations of temporal geography for a critical analysis of urban crossings and biography of the daily (i)mobilities of the peripheral populations from the metropolis of São Paulo. The methodology used in this article refers to quantitative and qualitative approaches and usages of new technologies for the active GPS positioning of smartphones. It was found that the urban crossings of peripheral populations are marked by everyday constraints that limit the time-space prism and make it impossible to access opportunities on the edges of the metropolis of São Paulo. [ABSTRACT FROM AUTHOR]

This is a piece of writing that may cause some unease. On the other hand, it is an opportunity for reflection. The central objective is to propose a discussion of the fat body from the perspective of Geography, addressing issues related to the fat body, analyzing, and reflecting on the various spaces and how they end up disciplining our bodies. They might operate through the lens of health, the media, or cyberspace as a whole. This article dedicates to revealing the problems of these spaces and how they end up affecting the daily lives of fat bodies. [ABSTRACT FROM AUTHOR]

In view of the proposal of this dossier, this text presents an interview as a form of tribute to the memory of Professor Robson Olivino Paim. While teaching Geography at the Federal University Fronteira Sul, Campus Erechim/RS, Robson was interviewed for the doctoral thesis "Queer Geographies & Curriculum: For an 'out of the closet' geographic education" and was mercilessly murdered the following year in a homophobic hate crime. In that interview, the professor was questioned by the researcher on issues relating to gender and sexualities, and his answers, now published, invite us to reflect on Geography and its role in gender relations and sexualities, in a society that is still brutally discriminatory and unequal. [ABSTRACT FROM AUTHOR]

The term "geographic reasoning", in Brazil, gained breadth and centrality in the debate on Geography teaching after the approval of the National Common Curricular Base (BNCC), in 2017. This term, since then, has been frequently used in proposing school curricula in response to these new guidelines of the Brazilian national curriculum. However, the search for guidance through which geographic reasoning is processed predates the BNCC and has been the subject of discussions among Brazilian education researchers for at least two decades. Given the relevance that the term has gained in teaching in Brazil, this article is based on the following questions: Are there, in the field of Geography teaching, epistemically robust proposals that indicate how to develop geographic reasoning in the classroom? And, if they exist, in what dimensions would these proposals contribute to the development of School Geography, especially in response to the curricular changes underway in Brazil? In the search to answer these questions, a bibliographical survey was carried out that identified three proposals for geographic reasoning built from systematic research conducted by their authors: one Belgian proposal and two Brazilian ones. The analysis of these proposals is presented and problematized in this article, to favor the cognitive understanding inherent to the action of reasoning geographically. This action reveals itself to be a didactic strategy based on Geography teaching committed to scientificity, notably when based on the use of a conceptual network epistemically approved by geographic science, in the search for answering a geographic question inherent to a given situation, also, geographic. [ABSTRACT FROM AUTHOR]

The central concern of this article was to understand the life trajectories experienced intersectionally by women based on the concept of assemblage thinking in the production of their respective geographical contexts, specifically the reality of those who lived/live with the Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome (HIV/AIDS) in Presidente Prudente - SP, Brazil. For this study, the methodological articulation between Life History and Discourse Analysis (DA) was chosen, based on the production and analysis of qualitative data (childhood, youth, adulthood). This made it possible to interpret the meanings and connections produced by the research participants through the complex realities of space-time, content and agency shown in the narratives. The women who took part in the research dealt and interacted with different agents under the conformity produced by/within the geographical context, which showed constant changes in their fields of possibilities by highlighting their main events and turning points. This understanding makes us believe in the potential of using assemblage thinking and the geographical context as contributions to Geography, especially in fields committed to subjects, their cultures, bodies and their intersectionalities that allow us to read movement, the continuity of life, the new, the still unknown. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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 Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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 Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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 Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

The aim of this article is to discuss the process of internationalization of Brazilian Geography from the performance of the 106 research productivity fellows of the National Council for Scientific and Technological Development (CNPq). To this end, we conducted a survey on the lattes curricula of these researchers to identify elements related to publications, journals and languages, as well as the realization of postdoctoral internships in international institutions. We conclude that research productivity fellows develop strategies that demonstrate internationalization trends in relation to the places where they publish their texts, as well as the institutions they choose to carry out their postdoctoral internships. [ABSTRACT FROM AUTHOR]

This is a case study that addressed the importance of teaching Geography in Elementary School I, exploring its role in training students in relation to understanding and interacting with the world. The need to awaken in students the perception that Geography deals with the reality of the space in which they are inserted was highlighted, encouraging them to concretely understand the composition of this environment and to place themselves in it consciously, adopting civic attitudes and postures. The main objective was to discuss the relevance of teaching the Geography subject for Elementary School I students, focusing on the construction of knowledge, curriculum design and appropriate pedagogical practices in the teaching-learning process. Furthermore, the use of technology was emphasized as a crucial point for comprehensive learning, believing that, through this tool, it is possible to provide meaning to all the learning skills necessary for students in this age group. The research was classified as descriptive due to the objectives, involving the survey of known characteristics of the facts/phenomena/problems. In relation to the procedures and data collection, it was classified as bibliographic as there was research on the subject where information on the subject was sought, for which reference was made to the National Common Curricular Base, Carneiro (2018), Cavalcante (2012), Ferreira (2019), Lima (2021), Moura (2022), among other authors who contributed to the construction of the article. Data analysis showed that appropriate teaching of the Geography subject allows students to build learning and discoveries based on an understanding of place and space, thus allowing a broader understanding of the world. [ABSTRACT FROM AUTHOR]

Exorcismos de esti(l)o is one of Guillermo Cabrera Infante’s least studied books. It is nevertheless of essential importance for understanding the entirety of his poetics. It is a book that condenses the pain of the ostracism and the betrayal inflicted by the revolutionary regime that Cabrera had so strongly supported. The purpose of this article is to highlight the implicit elements of the text that support this hypothesis. It considers the strategies used by the author throughout Exorcismos de esti(l)o to practice the language with which he obsessively tries to draw, in his novelas del yo, a portrait of a lost and unrecoverable Havana, the hopeful Havana preceding the Cuban Revolution. It is an impossible yet obstinate mission. This is why the texts that articulate the impossibility of representation and the anguish that this mission generates deserve special attention.

Far from being an under-populated, wild or pristine region, the Amazon rainforest appears on the contrary to be a maker of global plants. What are the mechanisms of the globalization of Amazonian plants? We will see through this article that the globalization of Amazonian plants is based on a set of socio-ecological processes through time and space that we call layers of mondialisation which, when combined, shape the globalization of crops. These layers are structured around global commodity chains that are fed by an extractivist-capitalist logic. The comprehension of the making of global plants appears to be a necessary condition for implementing a fair repartition of the richness issued from biodiversity, from which Amazonian people and the region did not really benefit.

The present article aims to explore a historical episode in which an act of translation managed to change the map of Portugal’s colonial possessions in Africa. It discusses the strategies employed by the Portuguese Viscount of Santarém to help the Portuguese government reclaim its rights to territories in Guinea in the 1840s, while conceiving translation as a purposeful act (Vermeer, 1989) composed of three moments: pre-translation, translation, and post-translation (Gentzler, 2017). By shedding light on the Viscount’s actions, which can be traced through his letters (Santarém, 1919), the article will demonstrate the key role played by rewrites and their citation in scientific and political journals in Portugal’s victory over France in the “Question of the Casamance”. To be more precise, the translation action involved: the publication of an intralingual translation of a manuscript that was believed to prove that Portuguese explorers were the first to arrive in Guinea; the writing of a scholarly work that served as a Portuguese-language epitext to the translation; the self-translation of the epitext into the academic lingua franca; and the use of influence and money to get periodicals to quote, publish, and discuss excerpts from the three rewritings.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Understanding the migratory dynamics that occur on the Brazil-Venezuela border initially involves a survey of the state of the art on what has been studied on that border. To understand this issue, the objective of this work aims to explore the production of knowledge on the topic. The studywas carried out using document review as a methodology. The results pointed to research that initially started from the perspective of the physical border under the definition of the State and geography, which converged to the field of identity under the sociological prism. In conclusion, research on the border has been carried out with a focus on the State and geography, in which the physical space is a conflictual scenario, composed of different ethnic groups, who fight among themselves to maintain their identities; School is one of the universes where customs are revealed and expressed from their place of origin, even in the linguistic aspect. [ABSTRACT FROM AUTHOR]

This article aims to design the curriculum lived within a school located in the municipality of Nova Iguaçu/ RJ regarding the teaching of Geography in the early years of Elementary School. Between voices and reflections, this work seeks to bring the subversive curricular tactics of the faculty against the guiding documents that insist on thinking of Geography in a stagnant way of reality in a traditionalist bias based on the mere memorization of abstract concepts. As a methodological trail, the text walks with the methodology of conversations and narrative research. As conclusions and against the politically instituted movement in the field of Geography teaching, the text seeks to recognize all the strength that the public school has been exerting every day. [ABSTRACT FROM AUTHOR]

This paper presents the origins and fundamentals of territorial development theories. After a brief presentation, we criticize the theory from the relation between the property regimen and the character of governmental institution. Not only, as the theory purpose itself as to defend local culture, this work shows the relation between objectivity a subjectivity of a human being and how the problem appears on the theory. Not only, the paper has developed a path to a new comprehension of geography indication where the focus is public control over property. [ABSTRACT FROM AUTHOR]

The article examines the question of the authorship and generic classification of La Seine et ses bords(1836). This work is commonly misattributed to Charles Nodier, but the most likely author is Alexandre Mure de Pélanne, who in 1835 published a similar essay on the Saône River. The comparison of both works shows a clear difference in their perspectives: La Saône et ses bords, with an emphasis on the his-torical context, meets the generic criteria of album pittoresque (picturesque album), whereas a focus on topography and hydrology of La Seine et ses bords brings it closer to the genre of mémoire géographique(geographical memoir). The scientific scope of La Seine et ses bords also distinguishes it from Nodier’s and Taylor’s Voyages pittoresques et romantiquesdans l’ancienne France, the most famous cycle of Ro-mantic journeys through France.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

In the Azorean diaspora, legacies in the production and dissemination of geographic knowledge can be identified. The understanding of the geography of South America in the second half of the 18th century was expanded due to the explorations, mapping, data collection and production of information carried out by a migrant from Faial. In general, historiography focuses on the migration of couples and their stable forms of settlement in the adopted territory. However, the Azorean diaspora had a wave of single emigrants, as was the case of Antonio da Silveira Peixoto. Through his letters, official correspondence, royal officials and maps from military engineers, the phenomenon of production and circulation of knowledge on the geography of southern Brazil will be observed with the aim of contributing to a more inclusive history of this topic and in the intersection with the history of migration itself. [ABSTRACT FROM AUTHOR]

Based on data obtained in research carried out by the International Research Network "Images, Geographies and Education", we found that animated films are little used to work on Geography content/themes. The reduced presence of animations in the classroom can be explained by a practice based on the instrumental and illustrative conception of cinema that prioritizes the representation of the reality of the content, that is, a certain verisimilitude between films and reality. In view of this, this work discuss the potential of animated cinema based on the film "The Boy and the World". We highlight some images/moments from the film to demonstrate that one of the potential of animated cinema in Geography teaching may lie precisely in its ability to produce forms and aesthetics that do not necessarily seek to reproduce reality. Thus, we conclude that the very distance of animation cinema in relation to "photographic reality" can present itself as a potential in the discussion of geographical themes and issues. [ABSTRACT FROM AUTHOR]

Drawn with two hands, this article offers a map and modes of cartography carried out with children, which suggest an education (in geography) that takes responsibility. In their wanderings, they tell us and engage with us to express desires - individual and negotiated - for an empty plot of land surrounding the school. Abandonment, the result of the State's negligence and the cunning of a construction company building a shopping center, constantly puts local everyday life in permanent tension. What can we do against gentrification? When they tactically locate bazaar, sea, houses, work, leisure, and school in response, they radiate counter-hegemonic logics, fabulation, and a sense of collectiveness - politically and poetically. They border with us in dialogue about geographical imaginations, drawings, and cartographies in drift: Barbieri (2023), Massey (2007), Deligny (2015), and Oliveira Jr (2012). We have found a way to approach and narrate playfully, in line with childhood, dialoguing with Benjamin (2012) and Agamben (2005). Summoned, the technical knowledge mobilized in university extension enables us to comprehend the trap of capital, already intuited by the community: the construction would be impossible without incorporating the school. What can we do geographically in support of public education? [ABSTRACT FROM AUTHOR]

This research is forged in an exercise of fables with/in the field of curriculum in research on education in geography. It is proposed to understand how, in attempts to surrender to the contingent and to the world in its absurdity, the fabulation of places potentiates the creation of worlds in school geography, not closing itself in a response, but opening itself to the multiplicity of bodies in the place. As a scenario, the bet is on the composition of fables of a Profane Cartography carried out with eighth grade students of a state school, located in the Historic Center of Salvador - BA and/with fictional intercessions of the body-researcher. The text was woven from five correspondences by e-mail - where the theoretical framework, methodology and results are diluted - sent to a Deleuzian conceptual character, the Nomad. Thus, fabulation in the field of education in geography is seen as a form of creation, in a new reality, which makes one believe in other modes of existence. [ABSTRACT FROM AUTHOR]

The text's central idea is to think about the dialogue between Geography Teaching in the curriculum. Therefore, we use studies in/of/with everyday life to theoretically and methodologically defend what we have practiced in our research. In this sense, we ask ourselves: What is the place of Geography Teaching within the curriculum? How has the teaching of Geography at School been experienced? From a qualitative methodological approach, of an explanatory nature and through interlocutions of different research with/in everyday life carried out by us, explaining narratives and observations that we weave in a network supported by the epistemology of everyday life studies seeking to problematize the Curriculum. In this sense, we point out that it is emerging in research on curriculum to understand what is woven into everyday school life. Thus, in Geography curricular approaches it is necessary to think about a world based on its processes of inequalities and exclusions, where the school and its subjects are inseparable parts of this process. It is necessary to imprint an ethical and political sense to position yourself and take a conscious position in the world, understood as a public and democratic space of rights and duties. [ABSTRACT FROM AUTHOR]

The present work has as its object of analysis the National Common Curricular Base - BNCC in the final years of elementary school and its interface with Geography. We assume as a focus of questioning the constitution of a curricular discourse articulated with two prominent elements in the policy under debate, which are the projected meanings on the names competences and national that try to define behavioral, disciplinary and homogenizing referrals on Geography. In this investigation, we use a discursive perspective, especially in the Foucauldian discussion about discourse, truth and power, in which it is possible to problematize the constitution of discursive hegemonies in the politics of the BNCC. In the articulated analysis between curricular policies and Geography, we seek in dialogue with actors from the disciplinary community to argue that the negligent and emptying character that characterizes the proposal for Geography in the Final Years of Elementary School is an effect of a curricular policy centered on a watertight notion, homogeneous and limiting on a national scale training project for competent subjects. [ABSTRACT FROM AUTHOR]

Considering the relevance of the curriculum policy document, as a device to school praxis, the purpose of this article is to discuss the discourses involving the key notion of space in the Geography curriculum component in the Base Curriculum of the Catarinense Territory for Primary Education. Supported by the hermeneuticphenomenological approach, elements of Discursive Textual Analysis were used as a methodology for immersion in the document, emergence of categories and elaboration of understandings. The research signaled the importance of understanding the relationship between space and geographic space as an object of study to Geography teaching at school. In this interface, he indicated care with: the theoretical basis of these notions that serve teaching, the relationship with the scope of experience, the articulation between the city and the countryside, and the specificity and connection with historical time. These results pointed to the commitment to the concepts in the curriculum policy document, to disciplinary knowledge as a basis for interdisciplinary work, and to the potentialization of these perspectives in the continuing education of teachers. [ABSTRACT FROM AUTHOR]