Geographical Reasoning and Learning: Perspectives on Curriculum and Cartography from South America (International Perspectives on Geographical Education)

Contents
Geography Education in South America: Curricular Frameworks, Categories of Analysis and the Role of School Cartography
	Introduction
	Changes in the Significance and Perspectives of Geography Education
	The Contents of This Book
	Conclusions
For a Powerful Geography in the Brazilian National Curriculum
	Introduction
	The Context of Educational Policy in Brazil
	Geographic Reasoning Constructed on Real Situations
	Geography in the Brazilian Common Core Curriculum
		The Impact of the BNCC on Academic Research in Brazilian Geography
	Conclusion
	References
The Challenges Faced by the Re-contextualisation of a National Curriculum in Local Contexts: An Approach Based on the Brazilian Case
	Introduction
	The Brazilian National Curriculum and the Diversity Issue
	Bernstein’s Contribution: Contexts, Texts and Communication Codes at School
	The Policies of Equality and Diversity, and the Brazilian National School Curriculum
	The Principles and Stances of School Geography in the Context of Inequality and Diversity
	Final Notes: On Understanding the World and Oneself
	References
Opportunities and Limitations for Spatial Justice in the Chilean National School Curriculum: An Overview of the Technologies Used in Geography Teaching
	Introduction
	The Chilean School Curriculum in Geography
	The Completion of a Cycle
	Socio-spatial Justice as Possibility and Meaning for the Learning of Geography
	A Model for the Comprehension of Subjectivity, Analysing the Curriculum for Spatial Justice: Landscapes of Internalisation for the Production of Technologies
	Analysis of the Chilean Curricular Bases
	Results—First Cycle of Elementary Education
		Ready-Made Technologies of Location
		Technologies of Personal Orientation
		Technologies of Discovery
		Summary of the Cycle and the Problem of Spatial Justice Through the Analysis of Technologies
	Results—Second Cycle
		Technologies of Representation, Adaptation, and Transformation
		Technologies of Classification: Physical Description of Chile with a Deterministic Approach
		Technologies of Risk
		Technologies of the Political-Administrative Region
		Summary of the Second Cycle
	Results—Third Cycle (Chilean Secondary Education)
		Summary of the Third Cycle
		Technologies of Contemporary Geography
	Conclusions
	References
The Social Sciences Curriculum in Colombia: A Proposal for the Strengthening of Geography Teaching in the Country
	Introduction
	A Review of Geography Teaching Policy in Colombia
		The Gradual Disappearance of Geography
		The Gradual Disappearance of Geography
	Geography Teaching: Legislation and School Curricula
		Transformations of the Educational Legislation on the Social Sciences in Colombia
		Curricular Proposals at Specific Educational Institutions
	The Conceptual and Methodological Proposal
		What to Teach?
		How to Teach It?
		A Curricular Proposal for Geography Teaching in Colombia
		Reflection on the Use of Resources Such as Textbooks
	Conclusions
	References
The Path of School Cartography in Brazilian Geographic Education
	Introduction
	School Cartography in Brazil
		The Dissemination of Cartography to Children and Students
	The Power of School Cartography: From Mental Maps to Thematic Maps
	School Cartography and Spatial Thinking: Future Movements
	References
Spatial Thinking: A Bibliometric Analysis (1970–2019)
	Introduction
	Methods
	Results
	Discussion
	Final Considerations
	References
Dealing with Words to Deal with the World: How Can We Use the Geographic Education Vocabulary in Learning Pathways?
	Introduction
	The Taxonomy of Spatial Thinking: Linking Geographic Information
	Words on Maps: Maps as Layers of Geographic Information
	Dealing with Words: A Spatial Vocabulary?
	Dealing with the World: Learning the Outcomes of Pathways
		Stage 1: Perception
		Stage 2: Situation and Location
		Stage 3: Investigation
		Stage 4: Creation and Action
		Summary
	Conclusions
	References
Territory: Pedagogical Potential for Civic Training and Political participation
	Introduction
	What is Meant by “Territory”?
		Associated Concepts: Necessary Limits
		Territory: Material Path and Semanticised Social Construct
	Territorial Studies: Pedagogical Potential for Geographical Education
	Conclusions
	References
The Landscape as a Social Construct for the Teaching of Geography
	Introduction
	Landscape in Geography: Sociocultural and Biophysical Interactions
	School Geography and the Teaching of the Concept of Landscape in Colombia
	Landscape as an Alternative to Geography Teaching and Geographical Education in Colombia
	Final Considerations
	References
Place as a Spatial Category for Geographic Education
	Introduction
	The Need for a Category
		Questioning the Reference of Sense
		Questioning Mutual Implication
		Equipping the Category with a Theory
	Place Like Methodological Artefact
	Place and the Development of Spatial Thinking
	Place and the Regimes of Representation
	Conclusion
	References
Scientific Literacy in Geography: The Use of Indicators for the Assessment of Learning
	Introduction
	Geographic Literacy Indicators
	Data Processing and Application
	Results of the Application of the Geographic Literacy Indicators (GLI)
	Analysis of an Excerpt from Learning Situation I
	Analysis of an Excerpt of the Reapplication of Learning Situation I
	Conclusions
	References
The Role of Language in the Construction of Spatial Thinking in Early Childhood Education
	Introduction
	Spatial Thinking and Language: Symbolic Mediation
	Research and Teaching Practices
	Children and Cartography: Answers
	Final Considerations
	References
Geography Textbooks in Brazil and the Development of Spatial Thinking in School Students Using Maps and Images
	Introduction
	Brazilian Geography Textbooks and Spatial Thinking: The Approach of the Present Study
	Forms of Spatial Representation Found in the Geography Textbooks
	Activities that Require Spatial Thinking in the Geography Textbooks
	Levels of Reasoning in the Questions that Require Spatial Thinking
	Cartography and Spatial Thinking in the Textbooks
	Conclusion
	References
Indicators of Scientific Literacy in Geographic Education
	Introduction
	Scientific Literacy in Geographic Education
	Geographic Reasoning
	What Are the SLGE Indicators?
	Final Considerations
	References
Cultural Manifestations in the City: Building a Critical Perception of Space
	Introduction
	Dialogue Between the City and Its Graffiti
	The Study: Taking a Path
	The City Re-signifies Learning
	The Strategy in the Classroom: Mental Maps
	Analysis
	Conclusions
	References
The Role of Argumentation in the Building of Concepts of Territory and Citizenship
	Introduction
	The Theoretical Framework: Territory and Citizenship
	Territory and Citizenship
	The Teaching and Learning Framework: Argumentation and Problem-Solving
	Field Procedures: Collecting the Written Output of the Students
	Study Results and Data Analysis
	Final Considerations
	References
Educational Resources in Geography Classes and Reflections on the Teaching Practices Used to Promote Student Learning
	Introduction
	The Educational Process and the Development of Spatial Thinking
	Methods
	The Research Context
	Analysis of the Results
	Conclusions
	References
Cartographic Language in the Context of Geography Teaching in Brazil
	Introduction
	Geography at School: Procedures and Learning
	Cartographic Language and Geography Teaching
	Methods
		Didactic Situation: Theoretical and Methodological Bases for the Development of the Pedagogical Workshops
		Development of the Didactic Situation
		Description of the Didactic Situation
	Discussion
	Conclusions
	References
Perspectives on Brazilian Geography and Cartography Education Research
	Introduction
	The Colloquium on Cartography for Children and Students: Some Background
	The Initial Joint Conference: Different Languages in the Contemporary World
	A Range of Contributions
	Cartography, Geography and Spatial Thinking: Research for the Future
	Conclusion
	References