<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472022000300302</article-id>
<article-id pub-id-type="doi">10.14393/obv6n3.a2022-65933</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Teoria Atividade e Educação Geográfica: uma experiência pedagógica]]></article-title>
<article-title xml:lang="en"><![CDATA[Activity Theory and Geographic Education: a pedagogical experience]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fagundes]]></surname>
<given-names><![CDATA[Francielly Naves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[José Gilberto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNESP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNESP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472022000300302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000300302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000300302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na relação ensino-aprendizagem a atividade pedagógica por projetos se constitui em instrumento de significativa importância, pois amalgama atos de interrogação e de reflexão sobre a realidade. Deste modo, o processo formativo deve estar alicerçado na construção do desenvolvimento do aluno, como sujeito cognoscente, para estranhar, questionar e elaborar para si questões investigativas. Estas ações-objetivos cognitivos permitem a apropriação do conteúdo, com significados e sentidos analíticos e denotam a capacidade e o nível de mediações passíveis de serem realizadas no trabalho-atividade do professor. Diante do exposto este artigo apresenta os desdobramentos da experiência docente-discente na disciplina de Análise de Informação Socioespacial, desenvolvida no processo de Educação Geográfica em nível superior, que teve por objetivo promover o desenvolvimento de fundamentos analíticos de um fenômeno geográfico: as lógicas de monopolização e territorialização do capital na agricultura paulista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de geografia]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da Atividade]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem significativa]]></kwd>
<kwd lng="en"><![CDATA[Geography teaching]]></kwd>
<kwd lng="en"><![CDATA[Activity theory]]></kwd>
<kwd lng="en"><![CDATA[Research project]]></kwd>
<kwd lng="en"><![CDATA[Meaningful learning]]></kwd>
</kwd-group>
</article-meta>
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