O raciocínio geográfico no 9° ano do ensino fundamental: estudo de caso no colégio estadual Marechal Artur da Costa Silva em Porto Nacional, Tocantins

Abstract

Geography education plays a fundamental role in shaping critical individuals capable of understanding and interpreting the organization of geographic space. In this context, the development of geographical reasoning becomes essential for students to operate with concepts, categories, and principles of Geography, as advocated by the Brazilian National Common Curricular Base (BNCC). Given this, the present research aims to analyze whether and how the development of geographical reasoning is promoted within the framework of BNCC implementation in the final years of Elementary Education at Colégio Estadual Marechal Artur da Costa e Silva, located in Porto Nacional, Tocantins. To this end, it seeks to understand the theoretical-methodological foundations of geographical reasoning, map the teaching strategies used by educators, evaluate pedagogical approaches, and identify students' capacities to mobilize this type of thinking. The research adopts a qualitative, exploratory, and descriptive approach, based on the triangulation of methodological instruments. The methods used include bibliographic review, an interview with the Geography teacher, application of questionnaires to students, direct observation, and a didactic sequence structured in three stages: problematization, investigation, and evaluation. The theoretical framework is based on authors in the field of Geography education, such as Cavalcanti (2018), Castellar (2017), and Callai (2013), as well as the principles of spatial thinking outlined by the National Research Council (2006). The results indicate that, although Geography teaching at the investigated school incorporates some aspects of geographical reasoning, significant challenges remain, particularly regarding cartographic literacy, understanding of scales, and the operationalization of spatial concepts. The applied didactic sequence proved to be an effective instrument for assessing students' level of geographical reasoning development, revealing both progress and limitations. The analysis also showed that BNCC implementation occurs partially, with challenges related to teachers’ continuing education and the availability of adequate teaching resources. This research contributes to understanding Geography teaching in the school context and reinforces the importance of practices that foster meaningful and emancipatory learning.