THE PHYSICO-NATURAL COMPONENT VEGETATION IN THE GEOGRAPHY TEACHING-LEARNING AREA: AN ANALYSIS OF THESIS AND DISSERTATIONS FROM THE GEOGRAPHY POST-GRADUATION PROGRAMMES OF BRAZIL (2013-2022)

Abstract

This paper aims at presenting and reflecting on what has been produced in Brazil, in the scope of post-graduation in Geography, on the natural and physical component vegetation, more specifically in regard to the productions from the teaching-learning area of Geography. The option for the vegetation component is due to the historic of other researches carried out by the authors (Radtke; Souza, 2022) who have demonstrated that, among the natural and physical component relief, soil, rocks, hydrography, vegetation and climate (Morais; Ascenção, 2021), vegetation has been presented the least significant way when compared to the amount of productions on the other components. In order to develop this research, a survey was conducted (2013-2022) at the “Thesis and Dissertation Catalog”, using as research describers the different terms regarding vegetation. As a result, it corroborated the previous researches, through which it was confirmed that only few thesis and dissertations deals with vegetation as the main theme in the teaching-learning area in Geography, having found a total of 23 productions within 10 years. Among the more significant thematic on teaching vegetation, there is a highlight on Cerrado, the Amazon, the Wetlands and Caatinga. Besides, within this amount of thesis and dissertations, there is a certain tendency on the spatial distribution of the institutions where the referred papers were developed with the number of universities that cover each of those vegetative areas in highlight, with the exception of The Amazon. This study also provokes concern on account of the research absence, regarding to the area of teaching-learning, on the other Brazilian morfoclimatic domains.