The construction of geographical knowledge using literature as a pedagogical resource: a case study employing Julio Verne’s Literature

Abstract

This article aims to expose the provisional results of our ongoing research that seeks to verify the possibilities of constructing geographic knowledge considering Literature as a pedagogical language. To achieve this goal, our research process presents a methodological movement that seeks to articulate qualitative research and the Paradigm of Complexity through the execution of a case study involving the book Around the World in Eighty Days written by Jules Verne (2013). At the moment, the results of the research point to Literature as an instrument that, if approached under the scope of Geography can help in the dialogical process of teaching and learning of our science. They also point out the heterogeneity of approaches attributed to Literature by geographic knowledge and its use as a tool that can help in the (re)construction of the concept of Landscape.