Teoria dos geossistemas e histórias em quadrinhos na formação do professor de geografia.

Abstract

Geography teacher training has historically been marked by dichotomies, namely: the hierarchy between Academic and School Geography, Physical and Human Geography, as well as the division between Licentiate and Bachelor's degrees. In light of a formative culture marked by the reproduction of rarely questioned models, students are led to apprehend geographic space in a fragmented way, a world without connections and without tension, culminating in a geography education that dialogues with reality. Therefore, this research, conducted between February 2024 and September 2025, aimed to analyze how comic books (comics) can contribute to the understanding of Geosystems Theory by teachers in continuing education, helping to overcome dichotomies in Geography teaching and teacher training. From a methodological perspective, we conducted a pedagogical workshop through Action Research in the Professional Master's Program in Geography Teaching in the National Network (PROFGEO) at the Federal University of Campina Grande (UFCG). The objective was to assess the effectiveness of the educational product derived from this monograph, the graphic novel “Carlos em: O Mistério das Memórias Perdidas” (Carlos in: The Mystery of Lost Memories), in fostering teachers' understanding of Geosystems Theory and promoting integrative teaching practices focused on geographic education. Analysis of the activity plans developed by the participants revealed that geography teaching, based on the comics and mediated by systemic landscape thinking, encouraged teaching practices with greater integration between physical-natural and human elements in addressing geographic content.