-
Maria Fernanda Alegria
[show abstract]
[hide abstract]
ABSTRACT: Geographies of the imagined world. The idea that Geography ismore about the construction of images of the world than about a given “objective reality” inspired this study of the mental representations of several countries. Among the multiple possible representations of 12 countries (Portugal, France, Norway, Egypt,Mauritania, Mozambique, United States, Mexico, Brazil, China, Pakistan and Saudi Arabia), we began by charting their location in a world map as indicated by over 300 respondents with at least high school attendance. Then, the compilation of a vast number of mental images (three per country and respondent) led to the definition ofsix general categories that bring together mental images of a similar kind: nature, culture and history, tourism and gastronomy, economy and society, specific places and no answer/wrong answers. In each category, we have highlighted the dominant (most frequent)idea. Location, the relative frequency of the no answer/wrong answerscategory and the dominant images for each country all proved significant when it comes to dividing the countries into groups, and serve as indicators of the richness and variety of the mental representations. The study provided answers to some of the original research questions, but leaves many others unanswered.
Finisterra : Revista Portuguesa de Geografia. 01/2010;
-
Maria Fernanda Alegria
[show abstract]
[hide abstract]
ABSTRACT: IMAGE REPRESENTATION IN GEOGRAPHICAL LEARNING. The word «image» can convey countless different meanings. Of the «author-work-audience»trilogy, the study of the two former has traditionally been the object of the greatest attention, and only recently has the focus started to shift to the reception of the visual messages as well. Every message is liable to being interpreted in a variety of different ways, but this polysemic characteristic is especially important in the case of images. Every image is an analogy, a representation, of reality – one so «natural» that reality and its representation are often mistaken for one another. In order to avoid this erroneous superposition, it is necessary to move beyond recognition and into interpretation. Several factors are involved in the latter: some easily discernible, others considerably more obscure. These include the habit of looking at images, the associations evoked by the elements present in the image, the expectations of the recipient, the degree of resistance to analysis and the presence/absence of additional comments. In conclusion, an account is rendered of carrying out an analysis of two cartoons with a strong geographical content with 9th and 11th grade students. Thisis used to draw a number of conclusions and suggest ideas for urther research.
Finisterra : Revista Portuguesa de Geografia. 01/2005;
-
Maria Fernanda Alegria
[show abstract]
[hide abstract]
ABSTRACT: RECENT CHANGES IN COMPULSORY SCHOOL EDUCATION CURRICULUM OF GEOGRAPHY IN PORTUGAL (1989-2001). The two recent reforms in compulsory school education in Portugal (decrees 286/89 and 6/2001) have affected geography teaching. Changes made between 1989 and 2001 included: setting up 90-minute classes with less geography teaching on a weekly basis; organising timetables with history classes; teaching geography at the 7th, 8th and 9th grade level since 2001,whereas in 1989 geography classes ceased at 8th grade. Curriculum contents were changed unlike what had been initially planned. The first part of the paper deals with the idea of ‘competence’, central to more recent educational reform, with a summary of the meaning of the three new so-called transversal curriculum items (civic training, project planning and structured learning), as well as with an understanding of the dissemination of educational reform throughout the country and the advantages and difficulties of schools being more autonomous in their curriculum organisation. The second part explores the usefulness of geography in compulsory education, the justification for some resources and an assessment ofthe qualities and difficulties of the 2001 reform.
Finisterra : Revista Portuguesa de Geografia. 01/2002;
-
Maria Fernanda Alegria
Finisterra : Revista Portuguesa de Geografia. 01/1994;
-
Finisterra : Revista Portuguesa de Geografia. 01/1990;
-
Maria Fernanda Alegria
Finisterra : Revista Portuguesa de Geografia. 01/1986;
