<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302022000100204</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-27</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições do Geoforo para a formação da cidadania crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions from the Geoforo to a critical citizen]]></article-title>
<article-title xml:lang="es"><![CDATA[Aportaciones desde el Geoforo a una ciudadanía crítica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteagudo]]></surname>
<given-names><![CDATA[Diego García]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[Xosé Manuel Souto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A crise sanitária da COVID-19 colocou no palco das preocupações o enfrentamento político entre diferente posições sociais; os que querem conservar os seus privilégios e aquelas pessoas que simplesmente pretendem sobreviver. Neste artigo queremos oferecer uma argumentação a favor da racionalidade do sistema escolar para construir um discurso educativo que facilite a comunicação entre as pessoas de diferentes lugares, com o objetivo de criar trocas e a formulação de pensamento crítico. A criação do Geoforo em 2008 facilitou o intercâmbio de pensamentos e reflexões sobre o compromisso pessoal e grupal em relação a geografia e outras ciências sociais, na elaboração de uma interpretação dos problemas ambientais e sociais. O papel dos professores como intelectuais que procuram influir na participação escolar é o elemento essencial que articula a discussão desenvolvida neste texto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The health crisis in COVID-19 conditioned a scenario of concern about the political confrontation between social positions; those who want to maintain their privileges and those who simply want to survive. In this article we want to offer an argument in favor of the rationality of the school system to build an educational discourse that facilitates communication between people from different places, with the aim of creating critical thinking connections. The creation of the Geoforo in 2008 facilitated the exchange of thoughts, facts and reflections on personal and group commitment in relation to the involvement of geography, and other social sciences, in the elaboration of an interpretation of environmental and social problems. The role of the teacher as an intellectual who seeks to influence school participation is the axis that articulates our contribution.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La crisis sanitaria en la COVID-19 condicionó un escenario de preocupación por el enfrentamiento político entre posiciones sociales; los que quieren mantener sus privilegios y los que simplemente quieren sobrevivir. En este artículo queremos ofrecer un argumento a favor de la racionalidad del sistema escolar para construir un discurso educativo que facilite la comunicación entre personas de diferentes lugares, con el objetivo de crear conexiones de pensamiento crítico. La creación del Geoforo en 2008 facilitó el intercambio de pensamientos, hechos y reflexiones sobre el compromiso personal y grupal en relación a la implicación de la geografía, y otras ciencias sociales, en la elaboración de una interpretación de los problemas ambientales y sociales. El rol del docente como intelectual que busca incidir en la participación escolar es el eje que articula nuestro aportación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Geografia escolar]]></kwd>
<kwd lng="pt"><![CDATA[Geoforo Iberoamericano]]></kwd>
<kwd lng="pt"><![CDATA[Professor pesquisador]]></kwd>
<kwd lng="pt"><![CDATA[Projeto curricular]]></kwd>
<kwd lng="en"><![CDATA[Scholar Geography]]></kwd>
<kwd lng="en"><![CDATA[Iberoamerican Geoforo]]></kwd>
<kwd lng="en"><![CDATA[Research teacher]]></kwd>
<kwd lng="en"><![CDATA[Curricular project]]></kwd>
<kwd lng="es"><![CDATA[Geografía escolar]]></kwd>
<kwd lng="es"><![CDATA[Geoforo Iberoamericano]]></kwd>
<kwd lng="es"><![CDATA[Profesor innovador]]></kwd>
<kwd lng="es"><![CDATA[Proyecto curricular]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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