Exploring Conceptions of Literacy in Geography

Abstract

The present article constitutes an investigation aimed at analyzing the notion of geographic literacy within the context of national research, as well as proposing, in an introductory manner, paths that, based on the diversity of interpretations and operationalizations related to the theme, dialogue with contemporary issues and an integrated vision of geography. For this purpose, a qualitative research method was employed, based on bibliographic analysis of books, theses, dissertations, scientific articles, and both contemporary and retrospective materials, considered scientifically authentic. The methodological framework established covers the period from the mid-1990s, when the term first appeared in the Brazilian context, to 2023, the year the research was conducted. From the investigation carried out, it was possible to understand that geographic literacy, despite being applied to distinct pedagogical circumstances in the field of geography teaching, retains an invariable aspect: the ability to stimulate discoveries, inquiries, and discussions about students' lived spaces.