Etnogeomorfologia e ensino de Geografia: estado do conhecimento entre pesquisas brasileiras

Abstract

The article discusses the state of knowledge of research on ethnogeomorphology in Brazil, defended between 2012 and 2024, and reflects on the possibilities of this approach in Geography teaching.  The article presents theoretical and methodological aspects present in the aforementioned research, aiming to reflect on the potentialities perceived in the ethnogeomorphological approach in initial dialogue with the teaching of geography, considering informal geographical knowledge and geographical thinking. The identification of the works was based on the ethnogeomorphology descriptor in the Capes theses and dissertations catalog. Content analysis methodology was used to study the main elements. As a result, five studies were selected and analyzed among the nine identified in September 2024. Most of them were developed in the Northeast and relate to the perception and knowledge of traditional communities about relief and how they use this knowledge in their daily activities. In the field of Geography teaching, there is only one study developed with high school teachers and students from public schools in Ceará. Most research is based on the phenomenology method and the landscape category. The small number of studies highlights how recent the ethnogeomorphology approach to relief is, especially in relation to Geography teaching. Despite this, it is possible to see that the ethnogeomorphology approach presents methodological aspects that are similar to those used in Geography teaching: the centrality of sociocultural subjects in studies, the value placed on common knowledge, and the relevance of the local geographical reality of the subjects.