<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762024000100249</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e61642</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise da concepção de território proposta ao Ensino de Geografia da Educação Básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of the conception of territory proposed to the Teaching of Geography of basic education]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis de la concepción de territorio propuesta a la Enseñanza de Geografía de la Educación Básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa Filho]]></surname>
<given-names><![CDATA[Hudson Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lobato]]></surname>
<given-names><![CDATA[Mateus Monteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFPA  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100249&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetiva-se com esta pesquisa analisar as possibilidades didáticas de uma concepção de território integradora aplicada ao ensino de Geografia na educação básica, especificamente com a constatação efetiva de uma revisão conceitual e curricular baseada no diálogo crítico e reflexivo entre os conteúdos propostos no espaço escolar em contraposição aos que perpetuam no âmbito do espaço acadêmico-científico. O trabalho foi construído com base em aulas ministradas e na revisão documental e bibliográfica, especialmente em Luckesi (1994), Haesbaert (2006) e Cavalcanti (2017). As diretrizes de abordagens do conceito território presentes nos currículos formais o restringem quase completamente a dimensão material e econômica da realidade, sendo que essa compreensão resulta no empobrecimento do ensino de geografia, escapando dimensões fundamentais derivadas das vivências dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research is to analyze the didactic possibilities of a conception of territory integrator applied to the teaching of Geography in basic education, specifically with the finding effective conceptual and curricular revision based on critical and reflective dialogue between the contents proposed in the school space in opposition to those that perpetuate in the scope of the academic-scientific space. The work was built based on the classes taught and the documentary and bibliographic review, especially in Luckesi (1994), Haesbaert (2006) and Cavalcanti (2017). The guidelines of approaches to the concept of territory present in formal curricula restrict it almost completely to the material and economic dimension of reality, and this understanding results in the impoverishment of geography teaching, escaping fundamental dimensions derived from the students' experiences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación es analizar las posibilidades didácticas de una concepción del territorio integrador aplicado a la enseñanza de la Geografía en la educación básica, específicamente con la verificación efectiva de una revisión conceptual y curricular basada em diálogo crítico y reflexivo entre los contenidos propuestos en el espacio escolar frente a los que se perpetúan en el ámbito del espacio académico-científico. El trabajo se construyó en base a las clases impartidas y la revisión documental y bibliográfica, especialmente en en Luckesi (1994), Haesbaert (2006) y Cavalcanti (2017). Las pautas de abordaje del concepto de territorio presentes en los currículos formales lo restringen casi por completo a la dimensión material y económica de la realidad, y esta comprensión resulta en el empobrecimiento de la enseñanza de la geografía, ignorando dimensiones fundamentales derivadas de las experiencias de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa-ação]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[action research]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[investigación de acción]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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