<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062023000100411</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v33.n.66.s17228</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições da pesquisa em representações sociais para ensinar e aprender Geografia]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of research in social representation to teach and learn Geography]]></article-title>
<article-title xml:lang="es"><![CDATA[Aportes de la investigación en representaciones sociales para enseñar y aprender Geografía]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[José Vitor Rossi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Osti]]></surname>
<given-names><![CDATA[Andréia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>33</volume>
<numero>66</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062023000100411&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062023000100411&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062023000100411&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A representação tem grande centralidade na Geografia, estando associada a diferentes sentidos. Considerando que são construções simbólicas que reconstituem o real e dão a ele um significado, as representações sobre o mundo em que se vive são indispensáveis para nele viver, o que justifica a importância de uma investigação sobre elas. Nesse sentido, o artigo objetiva, inicialmente, apresentar elementos centrais da Teoria das Representações Sociais para, em seguida, expor um panorama das pesquisas envolvendo representações sociais e o ensino de Geografia ao longo do início do século XXI, o que permite identificar as principais influências teóricas, os caminhos metodológicos das investigações e as contribuições dos resultados das pesquisas para a discussão sobre o ensinar e o aprender Geografia. Como resultados conclui-se que: pesquisas sobre representações sociais no campo do ensino de Geografia são ainda incipientes; investigações sobre as representações contribuem para o embasamento de práticas pedagógicas e para a alteração de determinadas representações fundadas no senso comum; representações sociais situam e orientam os sujeitos no mundo, são valorativas e dão sentido às práticas sociais; e o processo de ensinar e aprender Geografia é relevante na elaboração de representações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Representation is associated to several meanings and plays a fundamental role in geography. Since symbolic constructions reconstitute reality and provide meaning to it, the representations regarding the world we live in are indispensable, which demonstrate the importance of investigating them. In this sense, the objective of the present study is to demonstrate the central elements of the Social Representation Theory to provide an overview of the research involving social representation and geography teaching in the early 21st century. The results will enable the identification of the main theoretical influences, the methodology, and the contribution of research conducted in the area, more specifically, on geography teaching and learning. The results revealed that studies on social representation in geography are still incipient; however, the literature contributes for pedagogical practices and for the modification of some representation embedded in common sense. Therefore, teaching and learning geography is of the utmost importance, since social representations provide social practices with sense and value.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La representación presenta gran centralidad en Geografía y se asocia a distintos significados. Considerando que son construcciones simbólicas que reconstituyen lo real y le dan sentido, las representaciones sobre el mundo en que se vive son indispensables para habitarlo, lo que justifica la importancia de una investigación sobre ellas. En este sentido, el artículo tiene como objetivo, inicialmente, presentar elementos centrales de la Teoría de las Representaciones Sociales, para luego exponer un panorama de las investigaciones sobre las representaciones sociales y la enseñanza de Geografía a lo largo del inicio del siglo XXI, lo que permite identificar las principales influencias teóricas, los caminos metodológicos de las investigaciones y las contribuciones de los resultados de la investigación para el debate sobre la enseñanza y el aprendizaje de Geografía. Como resultado, se concluye que: investigaciones sobre las representaciones sociales en el ámbito de la enseñanza de Geografía son todavía incipientes; investigaciones sobre representaciones contribuyen a la fundamentación de prácticas pedagógicas ya al cambio de algunas representaciones basadas en el sentido común; representaciones sociales sitúan y orientan a los sujetos en el mundo, son valorativas y dan sentido a las prácticas sociales; y el proceso de enseñanza y aprendizaje de Geografía es relevante en la elaboración de representaciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Teoria das Representações Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Geografia Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Qualitativa]]></kwd>
<kwd lng="en"><![CDATA[Geography Teaching]]></kwd>
<kwd lng="en"><![CDATA[Social Representation Theory]]></kwd>
<kwd lng="en"><![CDATA[School Geography]]></kwd>
<kwd lng="en"><![CDATA[Qualitative Research]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Geografía]]></kwd>
<kwd lng="es"><![CDATA[Teoría de las Representaciones Sociales]]></kwd>
<kwd lng="es"><![CDATA[Geografia Escolar]]></kwd>
<kwd lng="es"><![CDATA[Investigación Cualitativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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