2023
Geographical Thinking
Name: Geographical Thinking
Code: GEO13348L
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Geography
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
With this curricular unit, students are expected to be able to comprehend in a comprehensive and integrated way the evolution of the main ideas, theories, concepts and perspectives of geography and its social utility.
Knowledge:
1. To understand the role of geography as an interface disciple between the earth sciences and the social and human sciences;
2. To identify the main moments of the, international and national, evolution of geographical thinking, and to problematize its future;
3. To understand the social utility of geography, its specificities, the institutional frameworks in which it is inscribed and develops;
Skills and competences:
4. Use appropriate geographical terms and concepts, taking into account the theoretical frameworks of reference;
5. Problematize geographical issues through observation and reading;
6. Develop a spirit of initiative and autonomous work capacity, individually and within a team work.
Knowledge:
1. To understand the role of geography as an interface disciple between the earth sciences and the social and human sciences;
2. To identify the main moments of the, international and national, evolution of geographical thinking, and to problematize its future;
3. To understand the social utility of geography, its specificities, the institutional frameworks in which it is inscribed and develops;
Skills and competences:
4. Use appropriate geographical terms and concepts, taking into account the theoretical frameworks of reference;
5. Problematize geographical issues through observation and reading;
6. Develop a spirit of initiative and autonomous work capacity, individually and within a team work.
Contents
1. Geography: theory, object and method
1.1. Unity and diversity: physical geography and human geography
1.2. Applied geography: contexts and practices
2. Geographical thinking: evolution, debates and controversies
2.1. Pre-modern geography: classical antiquity, renaissance and enlightenment
2.2. Appearance of modern geography: scientific and disciplinary institutionalization
2.3. The regional perspective
2.4. The "new geography": quantitative revolution and spatial science
2.5. Humanist geographies
2.6. Radical Geographies
2.7. Feminist Geographies: gender and sexuality
2.8. Postcolonial geographies, ethnicity and "race"
3. Portuguese geography: themes and protagonists
3.1. From the origins to Orlando Ribeiro
3.2. From the 1974 revolution to the present
4. The future of geography: challenges and opportunities
4.1. Theoretical challenges in a post-paradigmatic world
4.2. New themes and approaches
1.1. Unity and diversity: physical geography and human geography
1.2. Applied geography: contexts and practices
2. Geographical thinking: evolution, debates and controversies
2.1. Pre-modern geography: classical antiquity, renaissance and enlightenment
2.2. Appearance of modern geography: scientific and disciplinary institutionalization
2.3. The regional perspective
2.4. The "new geography": quantitative revolution and spatial science
2.5. Humanist geographies
2.6. Radical Geographies
2.7. Feminist Geographies: gender and sexuality
2.8. Postcolonial geographies, ethnicity and "race"
3. Portuguese geography: themes and protagonists
3.1. From the origins to Orlando Ribeiro
3.2. From the 1974 revolution to the present
4. The future of geography: challenges and opportunities
4.1. Theoretical challenges in a post-paradigmatic world
4.2. New themes and approaches
Teaching Methods
This course will be carried out by two teachers with complementary training - human geography and physical geography - enabling students, especially in points 1 and 4 of the syllabus contents, a first contact with the internal diversity of the discipline and the challenges that this implies. In general terms, the teaching-learning model that informs this curricular unit is Problem-Based Learning (PBL), privileging an eminently practical and integrative approach of the topics addressed. In addition to an individual theoretical-practical test, students will have to develop a portfolio consisting of three practical group work and an individual reflexive diary. Each of the practical assignments will be built around a challenge and/or problem that will allow students to develop basic research skills and acquire essential scientific knowledge.
Teaching Staff
- Luís André Ladeira Seixas do Carmo [responsible]
