Geographical reasoning in the Brazilian educational context: state of knowledge

Abstract

Geographical reasoning is a necessary skill in teaching geography, as it promotes a critical understanding of space and human relations with the environment. This State of Knowledge study aimed to map and analyze research on the subject in Brazil, focusing on theses and dissertations from postgraduate programs. The research was carried out by means of a bibliographic and documentary review on the CAPES, BDTD and OASISBR databases, using the descriptors “Geographical Reasoning”, “Geographical Reasoning” AND “Geographical Pedagogical Thinking” and “Geographical Reasoning” AND “Teacher Training”. Papers with these terms in the title focused on the educational context were included. In all, 34 papers were selected, 12 theses and 22 dissertations, published between 1997 and 2024, 33 of which were analyzed since we couldn't find the complete work for one. The results indicated a predominance of qualitative methodologies, such as document analysis and action research. Most productions are concentrated in the Southeast and Midwest regions. The themes vary between the use of didactic sequences, inclusive resources such as tactile cartography, and working with different audiences, such as students with disabilities and teachers in training. Although the focus is predominantly on primary and secondary education, there is an expansion to other educational contexts. Current topics such as digital citizenship, geographical misinformation and adapting geographical reasoning to different cultural realities stand out as possibilities for further study. Research needs to be decentralized in other regions of the country. This review contributes to future research and reinforces the importance of geographical reasoning in the critical and civic education of students.