Geography Degree Research Articles

La formación inicial del profesor para la ciudadanía en una universidad pública del Perú

Being a teacher today has regained new importance in the formation of citizens. On one hand, we want individuals who are critical and committed to their time, and for this, it is essential to understand the world we live in, to position ourselves within these new contexts of change and regulations. We are participants in the global and national crises, migration and its integration issues, as well as the political, economic, social, and cultural tensions of each region—factors that should enable us to provide responses in educational settings through critical reflection and participatory action. This academic work presents a qualitative and descriptive approach, arising from the analysis of documents related to the educational policy of our country: the General Education Law of Peru, the National Education Project, curricular plans, as well as the syllabus of the History and Geography degree program at a public university, with the aim of identifying, categorizing, and analyzing the subjects where citizenship-related issues are addressed, either explicitly or implicitly. Finally, after conducting a documentary analysis of the syllabus from the History and Geography degree program at a public university in Lima, we present a discussion of the findings and the respective conclusions. It is important to mention that, regarding teacher training for citizenship, there are various Peruvian studies that provide a complementary perspective on the gaps between the teacher training intended to be provided at universities and the development of social science subjects in schools.

Navigating personal and disciplinary frontiers: engaging with undergraduate geography students’ reflections on their geographical education

ABSTRACT In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography across the British Isles conducted in late 2020. We examine the complex question of who is studying geography at undergraduate level, students’ journeys through their geography degree, and their experiences of personal and disciplinary frontiers in education. We conclude by arguing the importance of educators engaging with students’ “everyday” geographies, and for further research into progress across education phases in geography to co-construct a rich and rounded geographic education.

The future of geography field course pedagogy in UK higher education

AbstractField courses are widely regarded as integral to geography degree programmes, providing students with opportunities for experiential learning, often in unfamiliar international environments. Yet, this key area of pedagogy appears increasingly unsustainable and complex for Higher Education Institutions (HEIs) within the context of the urgent need for decarbonisation, increasing financial costs, and the institutional challenges of comprehensively embedding necessary Equality, Diversity and Inclusion (EDI) considerations into these activities. Here, we report on a national‐level workshop (April 2024) that brought together a wide range of HE practitioners to discuss the future of UK field course pedagogy, using the fieldwork principles adopted by the Royal Geographical Society (with the Institute of British Geographers) (RGS‐IBG) in 2020 as a basis for framing future discourse. Using a Three Horizons approach to guide our conversations, we critically explored the (un)sustainability of current academic and institutional practices, alongside future directions and ‘disrupting’ (innovative) practices for promoting transformative change in this area of education. Here, we argue for two sector‐wide discussions that require collaborative engagement with practitioners, institutions and students. Firstly, we highlight the urgent need for transparent and critical reflection on the challenges and hypocrisy of aeromobility in academia and the need for more widespread adoption of low‐carbon (‘slower’) modes of travel. Secondly, we call for the immediate reconceptualization of field course pedagogy to place EDI considerations at the core of field course design and practice, aiding a transition towards Universal Design for Learning (UDL). As such, we call on the geography community in higher education to engage in critical reflection on how we take meaningful and urgent action to address the disconnect between our stated educational values around environmental sustainability and EDI, and our actual educational practices.

An analysis of qualifications and requirements for geographic information systems (GIS) positions in the United States

AbstractAs the demand for geospatial analytics continues to grow, geographic information systems (GIS) professionals are needed to build, operate, and maintain GIS technologies, data, and software to provide geospatial insights for modern industries and organizations. To best train the next generation of GIS professionals, an understanding of qualifications and requirements of GIS positions is needed. Thus, this work analyzes 508 GIS positions, grouped by position type (analysts, developers, educators, managers, specialists, technicians) to provide insights on key pre‐requisite requirements, such as education, experience, certifications, soft communication skills, programming skills, and knowledge of GIS or IT. In general, possession of a bachelor's degree in GIS, geography, or computer science, prior professional experience, and knowledge of GIS and IT software were common pre‐requisites for most GIS roles. Soft communication skills were also frequently desired for GIS roles. We also found that some position requirements tended to vary by position type, such as manager and developer roles requiring on average 5 years or higher prior experience, while analyst, specialist, and technician roles had much lower experience and education requirements. Higher education institutions and GIS training programs should note the desired requirements for GIS position types and continue to refine programs and develop pathways for success for aspiring GIS professionals.

RETRACTION NOTICE: Bachelor´s degree in geography and land planning

Retraction note: Cejudo Mejías, V., & Oliva Marañón, C. (2023). Bachelor´s degree in geography and land planning. TECHNO REVIEW. International Technology, Science and Society Review Revista Internacional De Tecnología, Ciencia Y Sociedad, 15(1), 2–11. https://doi.org/https://doi.org/10.37467/revtechno.v13.4787 The Editorial Office of Eurasia Academic Publishing Group has retracted this article. An investigation carried out by our Research Integrity Department has found a group of articles, among which this one is found, that are not within the thematic scope of the journal. We believe that the editorial process was manipulated and, furthermore, acceptance decisions were made under possibly inappropriate peer review.

Assessing Geography’s Place in U.S. Higher Education: An Analysis of Undergraduate Geography Course Enrollment from 1948 to 2000

The decline in geography programs in the United States since the 1980s and general questions about the utility of a geography degree is a long-running thread in the discipline’s shared identity. With recent closures of geography undergraduate programs and a projected “demographic cliff” of traditional college-aged students in the coming years, understanding how and why certain geography programs are under threat is crucial. Drawing on an underappreciated source for the study of geography course enrollments, this article examines enrollments in undergraduate geography courses between 1948 and 2000 to understand the discipline’s larger standing in the U.S. academic landscape. By examining historical undergraduate course enrollment, as opposed to the number of graduates, it is possible to better hypothesize and understand the ramifications for the decline of programs.

Dwelling with sustainable pedagogy aboard Amtrak: pathways for transdisciplinary and affective general education

ABSTRACT Intersecting pressures within higher education ask geographers to be ever-more applied, global, community-engaged, field-based, and sustainable. Particularly within the liberal arts education systems, we navigate these pressures for both students seeking geography degrees and those completing their general education. While aspirational if often economically driven, these goals are in some ways contradictory. How can a course be both field and community based? How can a program deliver global and sustainable experiences? Where is the balance between applied practice and critical theory? Focusing beyond these high-level questions, while nevertheless engaging with them, we question the very possibility of drawing upon the legacy of community-based field research to offer a study away experience to students that not only teaches sustainable tourism, but practices it. Using autoethnographic fieldnotes and student surveys, we ask how field-based programs may show significant curricular application both within and beyond geography. We do so via a case study of our Amtrak Tourism: Trains, Cities, and Sustainability domestic faculty-led study away program which seeks to simultaneously practice and teach multiple forms of place-based sustainable-tourism. Our findings point towards the significance of slow tourism and dwelling as key components necessary in navigating both the pedagogical and touristic paradoxes programs such as our face.

Introducing Research Through Oral Surveys: French Students Meet Witnesses of the Holocaust by Bullets

Abstract French students in the third and final year from the Humanities and Social Sciences license A license is the first national university degree and it is completed in six terms. degree course traveled to Ukraine and Belorussia between 2017 and 2020, in order to carry out surveys of eyewitnesses to the so-called “Holocaust by Bullets.” The subject-matter stands out in the French scholarly scene, as the Holocaust usually attracts little attention at this level of studies. Students registered in the course hail from license degrees in History, Social Sciences or Geography, and have chosen to attend the course labeled “European Historical Heritage and Citizens’ Thoughts” as a complement to a more classical curriculum, and as a way of enhancing their own university curriculum. The research professors involved have also volunteered to participate as authors of the aforementioned multidisciplinary program, with the aim to raise awareness to research practices on the Holocaust. University professors and teams from the Yahad-in-Unum Since its foundation in 2004 by Father Patrick Desbois (2007), having researched Soviet and Nazi Second World War records, the organization has been tirelessly surveying all Eastern European locations associated with the Holocaust by Bullets. It has been collecting villagers’ testimonies supporting the evidence of a genocide, documenting the locations of mass graves, and at times identifying victims. The results of such meticulous research have been made public on an interactive online map displaying the locations of all the mass graves recorded – over 2000 to date – and making the information and testimony relevant to each of the sites available to web users. See [online] https://www.yahadmap.org/%20-%20map/#map/ NGO take turns leading the two-hour weekly sessions. The professors help establish theoretical focus and provide methodological tools, develop lines of investigation on various areas of interest (e.g., mode of operation used in the shootings, collaboration and rescue operations, and neighbors of the crime scene), as well as the context (anti-Semitism, racism, local geopolitics, regional history, culture and society, etc.), while Yahad-in-Unum participants describe actual cases based on records, maps and filmed testimonies. They had the task to provide documents from Soviet and Nazi archives translated from Russian, or from German, and act as translators during fieldwork. Students are encouraged to participate as often as possible and have to prepare analytical reports and presentations following each session, while adopting the position of a researcher.

The Anthropocene and the sustainable development goals: key elements in geography higher education?

PurposeThe current “Anthropocene” epoch has witnessed an imbalanced global change, but it is an opportunity to design a better and sustainable future. Sustainability criteria need to be fully implemented in political institutions, companies and universities. Moreover, sustainable pedagogies must accompany the process in terms of students’ professional competences to overcome crisis situations. This paper aims to evaluate geography degrees in Spain to corroborate whether students and teachers consider that students are prepared to address the challenges of global change.Design/methodology/approachThe research is focused on the sustainable development goals (SDGs), a clear and easily identifiable framework for society that reflects the principles of the UN 2030 Agenda. A statistically validated questionnaire answered by 319 respondents has been used. Data analysis with descriptive and inferential techniques was performed.FindingsThe results show that geography degrees do not meet the needs of students, for whom career opportunities will be related to the implementation of the 2030 Agenda; there are significant gaps between the perception of teachers and students; some geographical topics are undervalued; SDGs are more present in optional subjects; and there is a need to “sustain” the curriculum, following this highly valued framework.Originality/valueGeography educative programs had scarcely been empirically evaluated to check a sustainability framework implementation. This research provides innovative and unprecedented self-assessment results from higher education agents, in an empirical and statistically validated way.

Water resources and conversation practices with the semiarid in Aracatiaçu, Sobral-CE, Brazil

The concept of nature historically apprehended is directly related to the mode of interaction between society and nature in a given space-time context, under certain geomorphoclimatic, political, social and philosophical conditions. In this perspective, the present work aims to present a synthesis of the results of the empirical research carried out in the semi-arid sertaneja surface of Aracatiaçu, Sobral-CE, from March 2017 to February 2019, presented to the examining board of the Academic Master in Geography, from the State University of Vale do Acaraú, as a mandatory requirement for obtaining the Master's degree in Geography. In this study, we sought to understand the form of conception and perception of nature by the sertanejo in the semi-arid environment of Aracatiaçu, district of Sobral-CE, having as a guiding axis the water resources and the practices of coexistence with the semi-arid region, whose space- temporal comprises two rural communities in the aforementioned Sobralense district, Lagoa da Cruz and São João, between the years 1920 to 2018.

ACCelerator Advances Student Success Through an Innovative Learning Space at Austin Community College: An Interview with Curtiss Stevens

Curtiss Stevens, is the executive dean of the ACCelerator and Strategic Initiatives at AustinCommunity College (ACC). In 2019, Curtiss was awarded the President’s Leadership ExcellenceAward and the John and Suanne Roueche Excellence Award for outstanding leadership, service, anddedication to ACC. Curtiss holds a bachelor's degree in Geography from Valparaiso University, a master's degree in Geographic Education and Research from Western Michigan University, and pursued doctoral studies in Economic Geography at Indiana State University. He has amassed over 2 decades of experience in the field of higher education, serving in various capacities such as admissions and financial aid, student affairs, international education, academic and life skills training, grants and fundraising, curriculum, and athletics. His previous employments include positions at Valparaiso University, Western Michigan University, Indiana University, and Purdue University. Apart from teaching Geography and Geosciences, he has also worked as an Executive Director of a Boys & Girls Club and as a TV personality. The ACCelerator, at Austin Community College (ACC) Highland’s campus, is a 32,000-square-foot space that fosters dynamic learning. The ACCelerator features classrooms, study rooms, and numerous computer pod stations that can be reserved by ACC faculty and staff for a variety of purposes. The ACC Highland campus serves over 8,000 students, with over 17,000 student visits to the Highland ACCelerator per year. The ACCelerator features innovative teaching and instruction, learning support services, student support services, and community engagement, which provides an engaged student-centric customer service vision.

Engaging geography students through innovation in statistics teaching

ABSTRACT Geography undergraduate students have broad academic backgrounds; consequently, teaching statistics can be especially challenging. Unfortunately, there is a lack of up-to-date and geography-specific literature on the pedagogies of statistics instruction on an undergraduate geography degree course. In this paper we detail, discuss, and reflect on a range of innovative attempts to improve engagement and attainment. Many of the examples revolve around technological platforms to enhance student engagement, but also to improve and simplify module management, an under-valued part of delivering a team-taught module. We discuss a variety of quizzing platforms as effective ways of engaging students with content, but, also, as a method of scaffolding teaching, whereby student comprehension is gauged, and content is adapted on-the-fly. We also highlight that use of frequent formative quizzing can increase module engagement through a substantive increase in attendance in an era of lecture recording. We also reflect on differences in engagement pre-and-post pandemic. Overall, we highlight the benefit of incorporating technology into teaching geographical statistics, but caution that this must be on a case-by-case basis and should be used for clear pedagogical reasons.

Reactions

WOMEN IN SCIENCE Reactions ShareShare onFacebookTwitterWechatLinked InRedditEmail C&EN, 2022, 100 (24), p 5July 4, 2022Cite this:C&EN 100, 24, 5(Credit: C&EN)Figure1of1Letters to the editorRe: The novel Lessons in ChemistryThis letter is in response to the Newscripts that discusses the novel Lessons in Chemistry (C&EN, May 30, 2022, page 32).I am a retired industrial chemist. I finished my BSChem degree in May 1961 at the University of Georgia. Job interviews were being given on campus, and although I planned on pursuing my master’s degree, I wanted the experience of a job interview. I called for an interview with Chemstrand (later part on Monsanto). The interviewer asked, “Is this interview for you?” When I replied yes, the response was, “We don’t interview women.” I also called for an interview with the Central Intelligence Agency and was granted an interview. Kudos to the US government!After I received my MS, my husband (he had degrees in forestry and geography) and I both applied for jobs in Hattiesburg, Mississippi. Mine was with the Hercules Incorporated plant there. We both accepted the jobs and moved to Hattiesburg. I retired from Hercules in 2001 after a very rewarding career as an industrial chemist.Georgia Kay CarterHattiesburg, MississippiSafety notes in letters to the editorC&EN used to publish safety notices about unexpectedly hazardous reactions, somewhere in the editorial/letters portion near the front of the magazine. I haven’t seen any of those in years. Is there some reason for this?David ShobeLawrence, KansasEditor’s note: C&EN invites readers to submit information about unexpectedly hazardous reactions as letters to the editor. An archive of safety notices published as letters in C&EN is at cen.acs.org/sections/safetyletters.html. CorrectionJune 6, 2022, page 9: A news story on activating γ C–H bonds incorrectly states the starting materials for the reactions. They were adipic and pimelic acids, not just adipic acids.

A karsztoktól a környezetgazdálkodásig. Beszélgetés Fodor Istvánnal

István Fodor was born in Szeged in 1938, graduated from the University of Debrecen in 1961 with a degree in History and Geography. Since 1966 he has been a staff member of the Transdanubian Institute of Science of the Hungarian Academy of Sciences (HAS). The Institute had a decisive importance in his professional career. He became a Candidate of Geography in 1976 and a Doctor of the HAS in 2002. He was involved in higher education for most of his career. He was the Associate Professor and then Head of the Department of Environmental Geography and Meteorology at the Faculty of Sciences at Janus Pannonius University. In 1996, he was appointed a university professor. He was President of the Hungarian Karst and Cave Research Society, headed several committees of the Academic Committee of the HAS in Pécs. He was a member of the Board of the International Union of Speleology, just like the Board of the International Speleoterapic Committee. This semi-structured interview was conducted at his home in October 2021. The aim of the article is to present the most important stages of the professor’s career, his personal relationship with geography and the factors that shaped his professional development.

Perfil docente e o uso da educação ambiental nas escolas no campo em São Caetano de Odivelas (Pará, Brasil)

O objetivo foi analisar o perfil docente e a utilização da educação ambiental nas escolas no campo, do município de São Caetano de Odivelas, estado do Pará, Brasil. Para atingir esse objetivo, um questionário online foi digitalizado e disponibilizado aos docentes que atuam nas escolas no campo do município. A pesquisa foi de caráter quali-quantitativa, ocorreu entre os anos 2020 a 2021, realizada com 20 docentes de 10 escolas no campo. Os dados coletados foram analisados pela estatística descritiva. Identificamos que a maioria (60%) dos docentes são mulheres, com idade entre 21 a 30 anos (65%). Percebemos que elas possuem cursos de Licenciatura em Língua Portuguesa e Geografia (50%), com Pós-graduação Lato Sensu (75%). Observamos que possuem em média 4 anos de atuação na educação do campo e ministram mais de um componente curricular, em até duas escolas (50%). Detectamos que o principal material pedagógico utilizado para o ensino da educação ambiental, é o livro didático (60%). Enfatizamos que trabalham a educação ambiental de forma mínima e isolada para diversificar as aulas. Afirmam também, que a metodologia utilizada com os estudantes é a pesquisa bibliográfica. Em conclusão, há um déficit de difusão da educação ambiental pelos docentes nas escolas no campo do estado do Pará, Brasil.
 Palavras-chave: Amazônia, ambiente, interdisciplinaridade, currículo, aprendizagem.
 
 Teacher profile and the use of environmental education in rural schools in São Caetano de Odivelas (Pará, Brazil)
 ABSTRACT. The objective of this study was to analyse the profile of teachers and the aspects of the environmental education in rural schools in the municipality of São Caetano de Odivelas, state of Pará, Brazil. To achieve this objective, an online questionnaire was digitized and made available to teachers who work in schools in the countryside of the municipality. The research was qualitative-quantitative, it took place between the years 2020 to 2021, carried out with 20 teachers from 10 schools in the field. The collected data were analyzed by descriptive statistics. We identified that the majority (60%) of teachers are women with age between 21 and 30 years (65%). We noticed that they have Degree in Portuguese language and Geography (50%), with Lato Sensu Post-graduation (75%). We observed that they have on average of 4 years of experience in rural education and teach more than one curricular component, in up to two schools (50%). We detected that the main pedagogical material used for teaching environmental education is the textbook (60%). We emphasize to they work the environmental education in a minimal and isolated way to diversify classes. They also confirm that the methodology used with the students is the bibliographic research. In conclusion, there is a deficit of dissemination of environmental education by teachers in rural schools of state of Pará, Brazil.
 Keywords: Amazon, environment, interdisciplinarity, curriculum, learning.
 
 Perfil docente y uso de la educación ambiental en escuelas rurales de São Caetano de Odivelas (Pará, Brasil)
 RESUMEN. El objetivo de este estudio era analizar el perfil docente y los aspectos de la educación ambiental en las escuelas rurales del municipio de São Caetano de Odivelas, Estado de Pará, Brasil. Para lograr este objetivo, se digitalizó un cuestionario en línea y se puso a disposición de los docentes que laboran en las escuelas del ámbito municipal. La investigación fue cualitativa y cuantitativa, se desarrolló entre los años 2020 al 2021, realizada con 20 docentes de 10 escuelas del rubro. Los datos recogidos fueron analizados por estadísticas descriptivas. Identificamos que la mayoría (60%) de los profesores son mujeres, de entre 21 y 30 años (65%). Nos dimos cuenta de que tienen cursos de pregrado en lengua y geografía portuguesa (50%), con Lato Sensu Postgrado (75%). Observamos que tienen un promedio de 4 años de experiencia en educación sobre el terreno y enseñan más de un componente curricular, en hasta dos escuelas (50%). Detectamos que el principal material pedagógico utilizado para la enseñanza de la educación ambiental es a través del libro de texto (60%). Hacemos hincapié en que la educación ambiental funciona de una manera mínima y aislada para diversificar las clases. También afirman que la metodología utilizada con los estudiantes es la investigación bibliográfica. En conclusión, hay un déficit en la difusión de la educación ambiental por parte de los maestros en las escuelas en el campo del estado de Pará, Brasil.
 Palabras clave: Amazonas, interdisciplinariedad, plan de estudios, aprendizaje.

Teaching Approaches and Profile Analysis: An Exploratory Study With Trainee History Teachers

The objective of this study is to analyze the teaching approaches of trainee history teachers in Spain. A non-experimental quantitative design was employed with data being gathered via a questionnaire with a Likert-type scale (1–5). Six hundred forty-six students of master’s degrees in geography and history teacher training from 22 different universities took part in the study, of whom 358 were men (55.41%) and 280 women (43.34%). The analytical process was performed in four phases. In the first of them, the reliability of the measures was estimated (internal consistency, reliability of the individual indicators, and reliability of the construct). In the second phase, an exploratory factor analysis (EFA) was carried out on the matrix of polychoric correlations between the items. In the third phase, evidence of convergent and discriminant validity was analyzed by way of a confirmatory factor analysis. In the fourth phase, a hierarchical cluster analysis was carried out in order to verify the presence of possible groups and, finally, to ascertain the differences between groups by way of an inferential analysis (ANOVA and Student’s t). No significant differences were detected in the scoring groups within the Conceptual Change/Student-Focused approach (CCSF subscale) according to the sex of the participants. However, there were significant differences in the Information Transmission Teacher-Focused approach (ITT subscale). A cluster analysis reveals significant differences with regard to the sex of future secondary education history teachers in Spain.

KARST IN URBAN AREAS

In its third edition, the “William Morris Davis – Journal of Geomorphology” presents its second interview with geographers, to head the “Interviews” section, which opens each published issue. This time, it is the first international interview, carried out with Professor Philip van Beynen, from the University of South Florida, in the United States. Professor Philip van Beynen was interviewed on the topic “Karst in Urban Areas”, and brings important data on the subject, with beautiful illustrations and with examples from all over the world. The interview took place on September 17, 2020, with the participation of Vanda de Claudino-Sales (Professor of the Academic Master in Geography at the State University of Vale do Acarau-UVA) and Saulo Roberto Oliveira Vital (Professor of the Department of Geography and the Post-Graduate Program in Geography at the Federal University of Paraiba - UFPB), and was transcribed by Diego Nunes Valadares, master's student on Geography at the Federal University of Rio Grande do Norte.
 Professor van Beynen was born in New Zealand, where he received his degree in Geography at the University of Auckland. He earned a master's degree from the same university, and a doctorate and post-doctorate from McMaster University, Canada. He has been a professor at the School of Geoscience at the University of South Florida since 2009, where he has been developing research related to different components of karst environments. The interview shows his great expertise on the subject, and is very much worth to be read and seen even for those who are not specialists in karst.

La trajectoire touristique des lacs de Savoie : apports des documents promotionnels dans l’analyse de l’évolution de lieux touristiques

This article presents a research carried out in 2016 within the framework of a Master’s degree in geography at the University of Savoie Mont Blanc, which focused on the concept of tourist image of the lakes of Savoie. Regarding the latest bi-departmental promotional tourism campaign focused on lake tourism, it proposes to take a retrospective and analytical look at the lake tourism development in the department of Savoie, with the lakes of Bourget and Aiguebelette. To do so, the article mobilizes the chronosystemic tool in order to cross the images produced by the stakeholders of the destination and the lake planning actions. Three main tourist periods are thus defined, with several «types » of lakes interspersed. Their perspective highlights both i) permanences in the images produced, with “ types of lakes” continuously mobilized by tourism stakeholders to sell their destination but also ii) innovations with the creation of new discursive elements. In fine, this work highlights the logic of permanent readjustments between the tourism images produced by the stakeholders of tourism promotion, the main developments carried out and the tourism practices observed.

INTEGRAÇÃO E CONFLITOS NA FRONTEIRA BRASILEIRA, BOLIVIA: BREVE RESUMO DAS CIDADES GÊMEAS DO ACRE

The Brazil-Bolivia border region, made up of the municipalities of Brasileia, Epitaciolandia and Cobija, which are considered twin cities (Trice-twins), is formed through the conurbation, a hybrid region composed by national and international elements. The process of population formation in this region includes several indigenous peoples, the first inhabitants, then the Northeasters, involved in a context of conflict for the lands of Acre, during the latex extractive exploration in the late 19th and early 20th century. With the above, this article aims to present the historical process of formation of these cities, as well as the relationships that involve security, health, education, trade and cultural interactions in the region. The research was based on secondary surveys on studies already produced in the Brazilian border area and through telephone interviews. The theme of this research was defined from the subject “The Process of Urbanization in the Amazon” taught in the Master's Degree in Geography at the Federal University of Acre. With this, you can understand that the border is characterized by being a space for communication and exchange between different territorial domains. It is a social construction that materializes daily in the relationships of coexistence and exchanges, in which the three border cities complement each other in the general dynamics that move and produce their space.  

INTERPRETANDO A DIVERSIDADE CLIMÁTICA DO ACRE ATRAVÉS DA LEITURA DE CLIMOGRAMAS

The climate is one of the most significant contents for teaching Geography, as it is linked to the natural conditions of different places and directly affects human activities. This research is derived from practical activities carried out in the Pedagogical Residency Program of the Federal University of Acre – Subproject Degree in Geography. From this teaching initiation program, there was a need to understand the climatic diversity of the municipalities of Acre through the production of graphics called climograms. The methodology used was to extract information on average temperature in degrees Celsius and precipitation available on Climate-Data.org. The data were transported to the EXCEL software and converted into climograms representing the three subtypes of the Equatorial climate that affect the Acre territory. From these graphs, the specifics of the climate in this Amazonian state were observed, understanding temperature fluctuations and periods of greater precipitation and drought.