GEOGRAPHICAL SCALE AS A PRINCIPLE FOR THE FORMATION OF GEOGRAPHICAL THINKING IN SCHOOL

Abstract

This paper has as central discussion the concept of Geographical Scale and your importance for School Geography and to formation of Geographic Thought by basic education students. To clarify this importance, the work begins with the distinction between the concepts of Geographical Scale and Cartographic Scale, highlighting the discussions about this concept for the geographic theory and for the discussions of the teaching of Geography. The objective was to understand how the Geographical Scale can potentialize the formation of geographic thinking in basic education students, highlighting the possibilities based on scalar reasoning. For this, the process of concept formation at school and the teaching practice of the Geography teacher were discussed throughout the work. The research methodology applicated was the research qualitative, with stages of semi-structured interviews with five teachers from the State Education Network of the State of Goiás. The objective of the interviews for the study carried out here was to understand how teachers understand the concept of Geographical Scale and its role for School Geography and for the formation of the students' geographic thought. Thus, we seek to highlight the Geographical Scale as a powerful knowledge to be worked on at school, acting as a principle for the formation of geographic thought in basic education students.