Cadernos de Geografia

Símbolos da Índia

Jahan Natanael Domingos Lopes

Através da nova geografia cultural, instigou-se a simbologia da Índia para configurar o mundo indiano. Para tanto, analisaram-se a paisagem simbólica – interligando a paisagem cultural com a paisagem histórica – conforme a trama de significantes e o espaço psicológico – pelo mundo tecido em uma mentalidade – conforme a trama de significados. Com efeito, marca-se sociedade védica (gestada pela invasão ariana e expulsão dravídica por volta de 1200 a.C.), mediante a literatura védica, como fundamento do simbolismo indiano. Desse modo, a história indiana convoca a coexistência das linhas do vedismo por símbolos naturais (humanos), do bramismo por símbolos divinos (celestes) e do hinduísmo por símbolos intermediários (mórficos e antropomórficos). Assim, os significantes assentam a paisagem simbólica a partir de obras: textos, desenhos, estátuas e construções. Disso, o mundo indiano formula-se em três unidades simbólicas: a cosmografia, os deuses e o templo. Isso posto, os significados são entramados em um espaço psicológico centrado na Índia, tornando-a mundo indiano segundo a significação dos símbolos. A geografia cultural indiana é, tão já, uma coligação entre significantes e significados, tecendo uma expressão simbólica do mundo humano.

SERÁ A GEOGRAFIA CAPAZ DE FORMAR CIDADÃOS GEOGRAFICAMENTE COMPETENTES?

Miguel Silveira, Hugo Barata

This article is part of one of the priority areas of research in Geography: ‘improving the curricular, pedagogical and assessment practices used in the teaching and learning of Geography’ (CIGE, 2015). Given the scarcity of specific literature on orienteering skills, the relevance of the broader concept of ‘geographically competent citizen’ was recognised. The research seeks to understand whether the Geography curriculum promotes the development of competences in students, to understand the importance of the teacher in building these competences and to analyse the relationship between the subject and the formation of ‘geographically competent citizens’. This research is based on an empirical approach, integrating the analysis of relevant literature and data collection through interviews with 12 Geography teachers from primary and secondary schools. Among other things, it was concluded that in order to train students into ‘geographically competent citizens’, it is necessary to read and interpret the geographical space, data analysis skills, socio-environmental awareness and critical thinking. The lack of student motivation, the AI, the devaluation of the subject (with a reduced workload) and outdated topics are some of the challenges of teaching Geography identified by the interviewees.

O desafio das Tecnologias de Informação Geográfica no Ensino de Geografia

Hugo Mendes

In a context of exponential growth in the volume and speed of information circulation, Geographic Information Technologies (GIT) play a central role in promoting meaningful, critical, and interactive learning within the field of Geography education. Using a qualitative methodological approach, supported by interviews with teachers from Basic and Secondary Education, the main benefits, challenges, constraints, and proposals for improvement related to the effective integration of these technologies into teaching and learning processes were identified. Despite their great potential for developing digital and spatial analysis skills, the integration of GIT remains constrained by various factors. Therefore, for their effective and sustained integration into Geography education, it is essential to define and implement a national strategy that coherently addresses four key domains: continuous and specialized teacher training; infrastructural and technological investment; curricular integration; and ongoing evaluation and monitoring.

Português

Carolina Silva, Rafael Ferreira, Tea Tenžera

This article presents a comparative analysis of Geography curricula in Basic Education in Portugal and Croatia, based on official documents and interviews with teachers from both countries. The research seeks to understand how curricular differences reflect different pedagogical approaches and educational priorities. The analysis revealed significant structural divergences. Methodologically, both contexts value active practices and the use of technologies, although their implementation is more systematic within the Croatian system. Regarding education for sustainability and global citizenship, a more transversal integration of the Sustainable Development Goals is observed in Croatia. The interviews also highlight obstacles such as the lack of instructional time, resources, and continuous teacher training in Portugal. It is concluded that, although common objectives exist, the way they are operationalized differs significantly, reflecting distinct educational models. The exchange of good practices may contribute to strengthening Geography education in both contexts.

Characterization of water resources in the "Blinajë" Hunting Reserve (Kosovo), a prerequisite for their sustainable management and for a more peaceful coexistence of the life

hazir çadraku

Water resources in the Blinajë Hunting Reserve represent a key element for the living inhabiting this reserve. Therefore, their management requires special care. This paper involves a synthetic analysis of the water resources of the hunting reserve. The objective is the characterization of the water resources of the study area and the provision of some data and information missing for this area which will be able to help in the development of projects, other scientific research for the purpose of conservation, rational use and management of water resources based on the concept of their integrated management. In the study area according to the Strahler method, we have four river orders (1^st, 2^nd, 3^rd, 4^th), while the density of the hydrographic network varies from < 3.5 km/sq km to > 4.1 km/sq km. It was identified that the surface waters are divided into four river sub-basins (Blinajë, Pojatë, Zllakuqan and Fushticë). The slope of the terrain ranged from low (> 10º) to moderately steep (34.1º). Paleozoic rocks occupy the largest area with 65.84%, while the most interesting rocks from the water point of view are marble-marbled limestones. The water quality is of good to acceptable quality depending on the uses.