UNVEILING LEARNINGS: ANALYSIS ABOUT THE CONCEPT OF GEOGRAPHIC SCALE IN THE GEOGRAPHY LICENTIATE COURSE OF THE FEDERAL UNIVERSITY OF JATAÍ

Abstract

To reflect about the Geography teachers’ formation is to think on the mediation and construction of knowledge by the undergraduates, understanding it as a complex, dynamic, volatile and multifaceted process that takes place in/around the world. The comprehension of one of the concepts of fundamental importance to the future teacher and his/her praxis is the geographic scale, perceived as an analytical-conceptual artifice formulated from the analysis of/about the reality. The initial formation, therefore, should enable the acquisition of specific knowledge from geographic science, allowing an analysis at different geographic scales of the phenomena and their spatialities, enabling the undergraduate to locate, analyze, understand and explain the conditioning that concur to the materialization of the phenomena of this or that way, as well as to mediate the knowledge construction that permeates this concept to the students of basic education. In this regard, this article presents the main results arising from the master's research, occurred between 2018 and 2020, with licentiates in Geography of the Federal University of Jataí. The objective was to understand the formation process of the geographic scale concept, pointing out its importance, its particularities, implications and correlations with other concepts. As research procedures, for the present work, a survey of the productions that treat about the theme took place, documental research on the institutional guidelines of the course, a semi-structured questionnaire was applied to the students of the last graduation class in the 2019.1 semester. As a result, it was identified that, despite the undergraduates develop the concept during their initial training, they did not know how to mediate their formation in basic education, restricting the potential of this concept for Geography teaching.