@article {484, title = {THE CONSTRUCTION OF GEOGRAPHIC KNOWLEDGE IN SCHOOL: A BRIEF REFLECTION ON THE ROLE OF THE TEACHER}, journal = {Problems of Education in the 21st Century}, volume = {27}, year = {2011}, month = {March/2011}, type = {Original article}, chapter = {82-93}, abstract = {For some years there have been theoretical debates concerning the role of school Geography. In Brazil, these questions came to prominence during the decade of the 80{\textquoteright}s in the last century. In Europe, whilst the discussions had started previously, given that the development of Geography as a science started in Germany in the 19th. century, questioning on the role of Geography in schools, its methods and specificities etc. in certain ways served to amplify our references and to question which Geography we want and which we are promoting. We consider that it is essential to encourage reflection as to what the purposes of an education in Geography are and the role of the teacher in this process so as to think not only about the direction we are giving to this process, but to verify if we are contributing to students being able to construct general and specific scientific reasoning in this area. The purpose of this article is to present that which, in terms of sciences in general, has been proposed, so that students can construct specific science concepts and to which geographic education can contribute, so that students and teachers can have a significant understanding of the concepts involved in this science.}, keywords = {geographic literacy, scientific literacy, teacher training}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2593986}, author = {Jerusa Vilhena de Moraes} } @article {364, title = {SCIENTIFIC LITERACY, PROBLEM BASED LEARNING AND CITIZENSHIP: A SUGGESTION FOR GEOGRAPHY STUDIES TEACHING}, journal = {Problems of Education in the 21st Century }, volume = {19}, year = {2010}, month = {March/2010}, type = {Original article}, chapter = {119-127}, abstract = {In this paper we will present a part of our thesis: a proposal of problem based learning inside the Geography teaching as an alternative way to the scientific literacy and the citizenship. The research was developed under the context of Elementary School and the Middle School I and II teacher training, and it can contribute to a higher and wider reflection on propositions to the improvement of pedagogical practices and the learning of scientific concepts. This proposal can allow a link between practice and theory: help to organize classes, not just emphasizing the content, but the learning of some scientific concepts and, at the same time, the abilities and proceedings linked to different areas of knowledge. Scholars dealing with teaching (Lambros, 2002; Leite \& Esteves, 2006, and others) have been showing that this methodology enable the students a more independent and meaningful learning of scientifical concepts, helping them to develop the competencies and abilities linked to the logical reasoning and cooperation. We will present two different cases to discuss if this methodology can allow an integrated learning process and if they contribute to an improvement of the teaching. }, keywords = {geography teaching, problem based learning, teacher training}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1399917778.pdf}, author = {Jerusa Vilhena de Moraes and Sonia Vanzella Castellar} }