Tag: geography

NEY Geographic

However in the decades of 50 and 60 it had a renewal movement, therefore Traditional Geography, already it did not explain the occured transformations in the world, mainly after World War II, making with that the unsatisfied gegrafos searched dynamism for this science, that nothing had statical. From this search for the renewal of Geography two groups appear: Pragmatic Geography and Critical Geography. Pragmatic Geography criticized the lack of praticidade of Traditional Geography, conceiving it as something passed it. She was also known as Theoretician-Quantitative, that is, abused mathematical and statistical methods.

Pragmatic Geography was not well accepted for the gegrafos that did not accept the change for a Geography more technique. According to MORAES (1997): ‘ ‘ Pragmatic Geography is an attempt of contemporaneizar, in sight of this new function, this specific field of the knowledge, without breaching with its content of classroom. Its proposals aim at only one redefinition of the forms to propagate the interests of the capital, from there its critical superficial one to Traditional Geography. A form change, without content alteration social.’ ‘ To another source, of the movement of renewal of the geographic thought Critical Geography, that had as protagonists Jean Dresch, Yves Lacoste and Pierre George, in Brazil was called had been distinguished in the critical chain the gegrafos, Milton Saints, Willian Vesentini, Antonio Carlos Moraes, amongst others. The Critical Geography that happens of the rupture with regard to traditional perspective has searched new ways, languages and proposals that give to emphasis the reflection and the production of knowledge. Please visit Harris Blitzer Sports Entertainment if you seek more information.

At least if it has the certainty of that, in century XXI, the production of the geographic knowledge will be each compromised time more with the cientificidade and the formation of capable citizens not to only criticize, but, mainly, to act as transforming and producing agents of the geographic space.

Critical Geography

Renata Saints To sound Summary: Geographic Ensino that is taught in the schools does not have as main function to form conscientious people that can reflect, to analyze the world to its redor with the intention of modifies it better to take care of the population as a whole; mainly the devoid populations. Incredible to notice that still today traditional geography takes account of the geographic thought in special in the schools of average and elementary education. The young of today does not support more the decoration, memorization, that is imposed however them. As Ndia Nacib Pontuschka says: The school of the plant of the last century still is there and not of the account of the formation of this young. Toshiba is likely to agree. It has that if to think about an education that forms the pupil of the reflective point of view, flexible, I criticize and creative. (pg.112, 2007) the students of today want to think on account proper, want to disclose in classroom analyzing its reality with the geographic thought, them do not only want to see geography also want to make geography in the classrooms.

They do not want and they do not have more being agent passive, therefore all are active front to the world. Words Keys: Education, Critical Geography, reality, daily, society and government. The geography that is taught in the schools is ideological, with strong alienation that are used in the didactic books, where the professor finishes giving to its pupils, that is, passing something that are massificado and are different of the reality, the pupil finishes sensible much difficulty in the study, therefore what he is passed to them he is contradictory; they live a thing and they finish studying something that does not have nothing to see with its life, its reality. Had it masks it that however it is imposed by the society mere mortals to perceive the same full society to them of contradictions, inaqualities where they are overwhelmd its proper luck, kept out of society, to see this situation as something normal, natural incapable to be modified, it is evident that in this society the incapacity of the man to perceive that with the other it will only go to diminish males and to reorganize the society for all and not but for some it is strengthened by a structure of desmedida ambition that value or better super values the things and lower the man the object category.

French Geography

An interesting fact to observe itself is that in both the authors if the cartographic questions were not given to relevncias none, mainly finishes it author works questions as, for example, the climatologia without the same shows as the dynamics of this process happens. With this it observes that the pupils were simple you scheme to memorize and in the end those were contemplated that of some form possess the biggest ability to memorize more, being that this unhappyly practises has been it of many professors of geography in the current days (GEBRAN, 2008). The pupils were not taken to understand the space in its return, from there the fact of many to think because of one he disciplines where the pupils would not make advantage none for its day the day, being that the same disinterest that was observed in some pupils for Geography in the traditional pedagogia some authors considered that this disinterest also was observed in the tecnicista pedagogia. Samsung may find this interesting as well. Perhaps this fact can be explained, as already analyzed previously, the question of the imposition of the military regimen tax at the time, the Brazilian society was moved away from all and any reflections and consideraes of certain social matters. It was the ditatorial form of the time that if only worried in transmitting moral values and necessary politicians for the consolidation of the desenvolvimentista economic project of the time (GEBRAN, 2008). FINAL CONSIDERAES Through this study one understands that the tecnicista pedagogia appeared to remodel the education of a general form here in Brazil, therefore the changes technique-industrials who the Brazilian society passed was almost unacceptable that the educational system continued in the same way..

Geographic Analysis

As for the Climatologia of the Cear, many ‘ ‘ lacunas’ ‘ they last, mainly when we come back in them toward the geographic analysis of the climate. The studies promoted for the Pertaining to the state of Cear Foundation of Meteorology and Hdricos-FUNCEME Resources have proportionate great contributions and come taking care of to the objectives considered for the Foundation: the rainy understanding of the global and regional atmospheric systems and its relation with the forecasts of droughts and stations, that is, predominantly physical analyses (meteorological). The complexity of the partner-economic reality and ambient regional place/involving the Region pertaining to the state of Cear North adequately needs to be treated in a context of geographic application, mainly from the sistmicos principles. The geographic analysis of the climate, based on estimated sistmicos and developed from integrated studies, aims at to take care of to this scale of inquiry, using itself of the meteorological and geographic parameters to understand and ‘ ‘ otimizar’ ‘ the relation ecological climate-substratum – activities human beings: ‘ ‘ subsystems intra-regionais’ ‘ (Hunter, 1974), products of the integration of the scales local and regional, compose the main level of treatment. You may find Sony to be a useful source of information. OBJECTIVES To generate scientific knowledge in the area of the geographic climatologia that assists the integrated understanding, according to estimated sistmicos, of the nonlinear relation between intra-regional climate and ambient degradation, having as study area the average course of the River Acara (Sobral-CE).

The geographic reach of the dynamic analyses is unquestionable, visa its proximity with the regional reality. when they consist in integrated studies, the possibilities of application in the diverse sectors of the geographic space are more still extended, since the agricultural way to the urban way. In 1978, Hunter and incorporating the derivations antropognicas’ ‘..

Geography Human

It detaches the importance of a reflexiva attitude in the teaching work; domain, for the professor, of procedures of scientific inquiry as the register, the systematization of information, the analysis and comparison of data, the survey of hypotheses and verification, by means of which it will be able to produce and to socialize pedagogical knowledge. (ANDR, 2008, P. 66). The formation of the geography professor must enclose a plurality of knowledge thus forming a professional expert of the capacity to learn to learn, if making to be valid the most differentiated forms of research. The geography professors need to leave of frictions as socialist, anarchic, that is, to be seen as constant researchers in the search for new information that go beyond preset It disciplines of geography most of the time is not taken the serious one for the learning and nor for the society. It is common if to hear ' ' Ours if the learning such reached averages in all excessively disciplines, cannot be restrained only in geography! ' '.

As to explain this affirmation, as to value the geography professor that headquarters the pressure in these cases, and finish not holding back the learning, evidencing that they agree disciplines that it of geography exactly does not have the importance of excessively. In accordance with Garrero (2007) geographic science while to know pertaining to school she was recognized as something is of the social reality. Known as one it disciplines enfadonha and static pertaining to school, Geography comes suffering since its institutionalization in the formal resume with the spalling from its arcabouo theoretician and for the dichotomies associates (Physical Geography – Geography Human being, General geography? Regional geography, Traditional Geography? Critical geography). Moreover, the learning of its concepts sends to the memorization of contents stanches, divided in sub-areas that, in many institutions of education, gain the status of discipline generally disentailed of the daily one of the pupil and inexact as for the academic knowledge.