Punto Sur

Geografía y transversalidad: preguntas de este tiempo en clave de enseñanza

Andrea Ajón, Carolina Machado Rocha Busch Pereira , Daniela Guberman — Thu, 04 Sep 2025 00:00:00 +0000

Desde la pospandemia, el escenario mundial se ha complejizado en múltiples dimensiones que se entrecruzan y se amplifican. En el plano ambiental, se profundiza el deterioro de los ecosistemas, se intensifican las prácticas extractivistas y se acelera el cambio climático. En la dimensión social, se agravan las injusticias vinculadas con la distribución desigual de la riqueza, los procesos de exclusión y los malestares que configuran nuevas formas de precariedad. En el ámbito tecnológico, el avance del capitalismo de plataformas reconfigura el mundo del trabajo, los vínculos sociales y las formas de acceso al conocimiento. Finalmente, el eje político está atravesado por una geopolítica inestable, con conflictos armados activos —como en Gaza y Ucrania— y por el peso creciente de discursos de derecha y ultraderecha que tensionan el valor de la democracia y cuestionan los derechos sociales.

Teaching critical and dynamic geographies: formative expectations and horizons of creation

Raquel Gurevich — Thu, 04 Sep 2025 18:04:32 +0000

En tiempos contemporáneos, la enseñanza de la geografía se inscribe en un nuevo marco de sociabilidad, de reordenamiento de la vida en común, en medio de novedosos ensamblajes entre nuevas naturalezas, tecnologías y subjetividades. En este texto, compartimos un conjunto de elementos disciplinares y pedagógicos para orientar estrategias de enseñanza que permitan analizar la espacialidad social en un mundo en constante transformación, a la vez que imaginar escenarios superadores del tiempo presente. Presentamos, en primer lugar, la noción de un tiempo tripartito, es decir, un tiempo plural que combina los tiempos pasado-presente-futuro, con especial atención en la dimensión del tiempo por venir, a la hora de formular preguntas y problemas del temario geográfico a enseñar. Continúa un apartado que sostiene el carácter relacional de la geografía y los aprendizajes permanentes, como principios de organización de los contenidos, estrategias y materiales curriculares. Luego, se propone la categoría territorio, desde el punto de vista conceptual y experiencial, como referencia clave para articular propuestas de educación geográfica. Por último, algunas notas referidas al fortalecimiento y jerarquización de la enseñanza de la geografía, renovando la apuesta formativa de la disciplina.

Arde la ciudad: los profesores y el temario de la Geografía escolar en la mira de la extrema derecha político-cultural argentina

Omar Tobío — Thu, 04 Sep 2025 18:07:43 +0000

In the period following the COVID-19 pandemic, within the framework of the return to face-to-face school activities, a growing number of secondary school Geography teachers have reported the emergence, on the part of students, of challenges to the terms in which various contents of the school Geography curriculum are presented. In many cases, these significant objections are expressed in classrooms with a fiery, festive, and even vindictive tone, which intensifies the teacher’s sense of isolation. This climate goes beyond the mere ascent, to the summit of institutionalized political power, of political configurations that may provide a channel or stimulus for this worldview: it reflects a long process of the gestation of authoritarian tendencies within Argentine political culture. Furthermore, the confinement of teachers is part of a long-term process in which the loss of their centrality has been, and continues to be, reinforced through a certain delegitimization of specific disciplinary knowledge.

How to educate in transversality without losing direction. Teacher training in Geography as a space for teaching and learning

Stella Maris Leduc, Melina Ivana Acosta — Thu, 04 Sep 2025 18:09:26 +0000

Current educational contexts renew disciplinary and didactic challenges, in this sense the planning of teaching proposals based on transversal problems/topics invites us to ask ourselves about the methodologies in the teacher training of Geography Teachers. In this article we intend to focus on the devices of teacher training to introduce transversality. Enabling strategies that accompany practices from this approach opens the way towards a social and critical Geography from a human rights perspective.

The attributes that characterize geographical science such as multidimensionality, multiperspectivity and multiscalarity enable didactic and pedagogical dialogue with theoretical-conceptual categories from different disciplines that favor other ways of teaching. When planning teaching from transversality, questions arise that will only be answered in the experiences of teaching practice. Concern about these topics, which in some cases are controversial, require special treatment in classrooms. For this reason, the Geography Teaching Residence of the National University of La Pampa, from our role as trainers, constitutes a privileged space to deploy different strategies to learn to teach them from current theoretical, methodological and normative approaches that promote transversality without tolose course.

Transposición de las categorías de análisis geográficas al ciberespacio. Discutiendo las posibilidades de una Geografía 4.0 y sus implicancias didácticas

Airton Guites, Fernando Pesce — Thu, 04 Sep 2025 18:12:29 +0000

Transposition of the categories of geographical analysis to the

Cyberspace: Discussing the Possibilities of Geography 4.0

ABSTRACT: This article reflects the research carried out in the PhD thesis in Geography, defended in 2024 at the Federal University of Santa Maria (UFSM, Brazil), which positioned geographic science with its categories of analysis in relation to cyberspace and its virtualization process, elaborating a specific definition of what we call "Geography 4.0" and what we analyze as cyberregion. guided by interscalarity. Cyberspace is a topic with little research in Brazil, especially in Geography, which should broaden its discussions in the face of the transformations of the society interconnected by networks. In the globalized world, capitalist society is increasingly inserted into cyberspace due to its social, economic, political, religious, cultural dynamics, etc. The Internet has betrayed many benefits, such as quick access to information and knowledge, offering a new form of entertainment and relationships, but it also has conflicts, violence and losses. Geography must offer theoretical, methodological and axiological tools that allow students to interpret social relations in virtuality and that provide conceptual, procedural and attitudinal bases that contribute to the formation of digital citizenship.

The Legitimation Code Theory (LCT) applied to the regionalization exercise: analysis of a teaching and research instrument

Thu, 04 Sep 2025 18:15:50 +0000

Starting from the premise that the exercise of regionalization can constitute a powerful starting point for creating analyzes that allow creating questions of a geographic nature, this study aims to present a tool that allows monitoring and evaluating the intellectual movements used by learning subjects in a context of teaching. To pursue this objective, we resort to the Theory of Legitimation Codes (TCL) proposed by Maton (2014), specifically with regard to the semantic dimension. Therefore, the constructs of density and semantic gravity are presented to create a model applied to the regionalization exercise. Density and semantic gravity are, roughly speaking, parameters for measuring the quality of appropriation of scientific concepts (density) and the possibilities of generalizing these concepts (gravity). After creating a semantic gravity framework associated with specific regionalization actions, an activity was applied to students in the 1st year of high school. By representing a space using the regionalization methodology, students were equipped to think about spaces that are not glued to their immediate context. Furthermore, an epistemological element was recovered in the teaching of Geography. It was concluded that the functional coherence of the region gives it a scientific character in that it can be an instrument for reading and analyzing reality in different spatial areas, mobilizing different levels of semantic gravity. This enables a richer reading of spaces and the development of investigative perspectives in teaching situations

Geo-Inquiry: estrategia metodológica innovadora para la enseñanza de temas transversales en Geografía

Fabian Araya Palacios, Sandra Álvarez Barahona — Thu, 04 Sep 2025 18:18:48 +0000

Geography, as a scientific discipline, allows the teaching-learning of cross-cutting themes in the classroom. The purpose of the article is to present the results of the application of the Geo-inquiry project in the Region of Coquimbo (Chile) as a methodological strategy for the teaching of cross-cutting themes in the field of Geography. The Geo-Inquiry project corresponds to an active methodological strategy that aims to help future geography teachers, primary and secondary school students to develop skills, knowledge and tools related to the development of geographical thinking and cross-cutting themes in the context of teaching Geography. We worked with a sample of educational establishments in the Coquimbo Region, Chile. Methodologically, an analysis of the work carried out by the students was carried out. Among the main results, it can be seen that the application process of the Geo-inquiry project facilitates the process of geographic transversality in the school environment and in the initial training of teachers.

KEYWORDS: GEO-INQUIRY. GEOGRAPHICAL EDUCATION. GEOGRAPHICAL TRANSVERSALITY. GEOGRAPHY DIDACTICS.

Geography and photojournalism. Possible and necessary dialogues for the interpretation of African territories

María Cristina Nin — Thu, 04 Sep 2025 18:20:48 +0000

The dominant narratives and representations on African territories are debated by contributions that question, investigate, explore and produce territorial knowledge in a critical and committed manner. The work of the photojournalists unfolds a process of production and research prior to the realization of the publications and elaboration after the fieldwork in the territory. The problematization of the landscapes observed and analyzed by these professionals is closely linked to the work of geographers because they share spatial analysis strategies. Their voices become alternatives because they show unseen realities and allow to broaden the critical view of distant territories. This paper aims to establish the connections between geographical knowledge and the contributions of photojournalists doing fieldwork in different territories of the African continent. First, a theoretical argumentation of the perspective of personal geographies is elaborated, then the articulations between geography and image are analyzed, and finally, publications in different formats by the Argentinean Juan Ignacio Incardona, the Colombian Salym Fayad and the Spanish Xaxier Aldekoa are presented. The results of this research aim to establish dialogues between research and teaching of African themes.

Las tradiciones sobre la enseñanza de la ciudad en la escuela: un análisis desde polis, civitas y urbs

Mario Fernando Hurtado Beltrán — Thu, 04 Sep 2025 18:22:52 +0000

This article makes a diagnosis about how the city is taught in school from the perspective proposed by Professor Horacio Capel of polis, civitas and urbs. The paper is the product of a doctoral thesis on the traditions of urban teaching of school geography in Colombia and Spain, with a view that goes beyond urbanism and incorporates politics and citizenship into the teaching of the city. To this end, a scalar system is proposed where we review what theorists and academics think about the teaching of the city, what the national guidelines propose, the way in which textbooks adapt them, the way innovative educators teach, to finally arrive at what students learn. To identify how learning processes are developed and how the different levels of analysis are articulated.

Mapping horizons: youth and geography education in brazilian graduate studies

Victor Hugo Nedel Oliveira — Thu, 04 Sep 2025 18:25:42 +0000

This research falls within the state-of-the-art investigations, which provide an updated overview of a specific field of knowledge, such as the relationships between youth and geography education in Brazilian graduate studies. The time frame used was from 2008 to 2020, based on a broader research previously conducted. Initially, 41 works were examined, involving various aspects of Geography and youth. This paper focuses on the 17 studies specifically dedicated to geography education. Most of these researches are at the master's level (70%), with 30% aimed at the doctorate. The Federal University of Goiás stands out as a leader in academic production, contributing 64.7% of the investigations, followed by USP (11.8%). Regarding regional distribution, 64.7% of the studies were conducted in the Central-West region, while 23.5% were conducted in the Southeast region. The ratings of the Graduate Programs varied, with 76.5% receiving a rating of 6 by CAPES. The most recurring keywords include geography education, school youth, and citizenship education. Verbs such as understand, analyze, and identify predominate in the objectives of the studies. This study seeks to deepen the understanding of emerging trends and perspectives in academic research on the interactions between youth and geography education in the Brazilian context.

Informational capitalism and technical-scientific-informational enviromental. Internet infraestructure an its deployment on a global scale

Damián Ariel Giammarino — Thu, 04 Sep 2025 18:27:44 +0000

Despite its numerous crises throughout history, the capitalist system manages to reinvent itself in various ways. For much of the 20th century, capitalism developed based on industrial production. Following the crisis of the 1970s, transformations took place that restructured the system, with one of the main changes being the role of information and knowledge. In this regard, a group of authors has defined the current period as informational capitalism in the platform phase. After the financial crisis of 2008, there was a great push for innovation and the business model driven by platforms, promoting much simpler access to the internet and through our smartphones. We want to delve into the changes occurring in the current technical-scientific-informational environment. For this reason, we will observe the transformations in the material infrastructure of the internet worldwide. The article will be structured as follows: first, we will emphasize the definition of the current period; second, we will deepen the spatial perspective from which we start; third, we will analyze the collected data; and finally, we will present the final reflections.

Feminismos del Sur: estudio de territorialidades flexibles en Mar del Plata, Argentina

Federico García Fernández — Thu, 04 Sep 2025 18:29:48 +0000

The study from the epistemologies of the south finds great bridges with the Latin American and Argentine proposal of Feminist Geographies. In this context, an attempt has been made to reconstruct these currents of thought in order to rethink the notion of territory. The proposal of flexible territorialities is taken up to apply it to a specific case: the deterritorialization processes of the red zones in the city of Mar del Plata in the year 2022. For this, interviews were carried out with 9 organizations and groups of representatives of the LGBT+ community. , the review of Public Hearings and regulations, trying to analyze how geographical spaces are constantly configured and reconfigured on a weekly, daily and hourly basis.

Unpacking the notion of socio-urban integration: a conceptual analysis from the perspective of state actors

Denise Brikman, Mercedes Analía Najman — Thu, 04 Sep 2025 18:33:49 +0000

The notion of socio-urban integration constituted the central axis of the interventions of the Government of the Autonomous City of Buenos Aires in popular neighbourhoods between 2016 and 2023. This paper traces the ways in which, from the State, this concept was conceptualised and defined. For this purpose, based on a qualitative analysis of in-depth interviews with different state agents, this research explores the native definitions of the concept and the dominant positions adopted by the state regarding the problem of working-class neighbourhoods and their solutions. The paper identifies four elements that structure the state's definition of the concept of socio-urban integration: integrating is more than urbanising; it is connecting the informal city to the formal one; it is a multidimensional intervention; and it requires participatory processes. At the same time, there are tensions between the ways in which policy defines and acts on these four elements. With respect to the starting points of this conceptualisation, it is identified that although the state discourse highlights its originality in the definition of the concept, there are points of contact with pre-existing definitions in the academic field and with other regional political experiences.

El método fenomenológico-ontológico-estructural. La contribución de Armando Corrêa da Silva al pensamiento geográfico

Guilherme dos Santos Claudino, Eliseu Savério Sposito — Thu, 04 Sep 2025 00:00:00 +0000

La propuesta del método fenomenológico-ontológico-estructural fue realizada por Armando Corrêa da Silva. Este geógrafo, desde su tesis doctoral hasta sus últimos escritos, fue perfilando, sin dejar de lado la relación entre investigación empírica y teoría, un método que resultó pionero en la Geografía brasileña y que, si en un principio fue identificado disciplinariamente, luego resultó ser un procedimiento científico importante no solo para los geógrafos, sino para todos aquellos que se interesan por los estudios espaciales.

La resonancia de las imágenes. La cartografía como dispositivo del arte

Malena Mazzitelli Mastricchio; Marina Camargo — Thu, 04 Sep 2025 18:41:10 +0000

En este texo nos interesa pensar cómo las herramientas cartográficas pueden ser usadas usadas para crear imágenes del mundo que habilitan otra forma de pensarlo y habitarlo. Al mismo tiempo se pretende visibilizar como nuestra mirada construye significados al mismo tiempo que las imágenes nos desafían y resuenan de manera diferente. Para ello se establece un dialogo en función de dos series cartogaficas realizadas por la artista visual Marina Camargo: Distúrbios y Cartografía Precisa. La intensión radica en invitar al lector a crear nuevas interpretaciones posible a partir de su propia mirada.

Cambio climático, hacia el rediseño de nuestras formas de habitar el mundo

Elvira Gentile, Paula Beatriz Martin — Thu, 04 Sep 2025 18:43:51 +0000

Marchini, T. (Ed.) (2022). Clima: El desafío de diseño más grande de todos los tiempos.
Ciudad Autónoma de Buenos Aires: El Gato y la Caja.

La lucha por el techo: un significante como instrumento de la escalaridad

Matias Nicolás Galgano — Thu, 04 Sep 2025 18:46:05 +0000

This work reviews the contributions of Dr. Matheus da Silveira Grandi, professor at the Faculty of Teacher Education of the State University of Rio de Janeiro. During an international research stay, I had the opportunity to interview him on multiple occasions. His work offers a theoretical-methodological framework for analyzing the scalar dimension of human spatiality. Through studying the everyday trajectories of housing activists in Brazil’s homeless movement, Grandi demonstrates how collective struggle serves as a medium through which activists converge and produce scalarities as emergent outcomes of their daily practices. His contribution reframes socio-spatial processes through the lens of continuity rather than rupture: scalar dynamics are interpreted from the perspective of everyday life, reinforcing the notion of unity in socio-spatial practice. Here, scales are reconceptualized as products of practice rather than tools for practice. Crucially, struggle becomes a central signifier that binds not only space but also futures through quotidian acts.