Abstract

FAGUNDES, Francielly Naves  and  SOUZA, José Gilberto de. Activity Theory and Geographic Education: a pedagogical experience. Obutchénie: R. de Didat. e Psic. Pedag. [online]. 2022, vol.6, n.3, a2022-65933.  Epub Oct 02, 2025. ISSN 2526-7647.  https://doi.org/10.14393/obv6n3.a2022-65933.

The pedagogical activity through projects is of significant importance in the teaching-learning relationship, since it combines acts of questioning and reflection upon reality. In this sense, the educational process should be based on the construction of the student's development as a cognizing subject, providing opportunities for questioning and for the elaboration of investigative questions. These cognitive actions-objectives allow the appropriation of the content with analytical meanings and senses, denoting the capacity and the level of mediations that can be performed in the teacher's work-activity. In view of the above, this article presents the unfoldings of the teaching-discourse experience in the discipline of Socio-Spatial Information Analysis, developed in the process of Geographical Education at university level, which aimed to promote the development of analytical foundations of a geographical phenomenon: the logics of monopolization and territorialization of capital in São Paulo's agriculture.

Keywords : Geography teaching; Activity theory; Research project; Meaningful learning.

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