<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2563</journal-id>
<journal-title><![CDATA[Revista Geográfica de América Central]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Geog. Amer. Central]]></abbrev-journal-title>
<issn>2215-2563</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-25632026000100225</article-id>
<article-id pub-id-type="doi">10.15359/rgac.76-1.8</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Alfabetización científica ante riesgos socioambientales: desafíos para la educación geográfica en Brasil y Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Scientific literacy in the face of socio-environmental risks: challenges for geographic education in Brazil and Chile]]></article-title>
<article-title xml:lang="pt"><![CDATA[Alfabetização científica diante dos riscos socioambientais: desafios para a educação geográfica em Brasil e Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sperandio]]></surname>
<given-names><![CDATA[Thais Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilhena de Moraes]]></surname>
<given-names><![CDATA[Jerusa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Barahona]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araya Palacios]]></surname>
<given-names><![CDATA[Fabián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Rodrigo Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Federal de São Paulo Programa de Posgrado en Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de La Serena  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de La Serena Empresariales y Jurídicas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Federal de São Paulo Programa de Postgrado en Educación Departamento de Educación del Estado de São Paulo]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<numero>76</numero>
<fpage>225</fpage>
<lpage>252</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-25632026000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-25632026000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-25632026000100225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la integración de la alfabetización científica en la formación inicial de profesores de geografía en Brasil y Chile, con un enfoque en los riesgos socioambientales. A través de un enfoque cualitativo-comparativo y análisis documental. Los resultados muestran que las metodologías activas, como el Aprendizaje Basado en Resolución de Problemas (ABRP) y el Geo-Inquiry, superan las limitaciones fragmentadas de la formación docente, integrando perspectivas locales y globales para enfrentar desafíos socioambientales complejos. Estas estrategias fortalecen el pensamiento espacial, la alfabetización científica en geografía y la participación comunitaria, preparando a los futuros docentes para abordar los riesgos socioambientales en el aula con un enfoque adecuado, para promover sociedades más sostenibles y resilientes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the integration of scientific literacy in the initial training of Geography teachers in Brazil and Chile, with a focus on socio-environmental risks. Through a qualitative-comparative approach and documentary analysis. The results show that active methodologies such as Learning Based on Problem Resolution (ABRP) and GeoInquiry overcome the fragmented limitations of teacher training, integrating local and global perspectives to face challenges socio-environmental complex. These strategies strengthen spatial thinking, scientific literacy in geography and community participation, preparing future teachers to address socio-environmental risks in the classroom with an appropriate approach to promote more sustainable and resilient societies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa a integração da alfabetização científica na formação inicial de professores de Geografia no Brasil e no Chile, com foco nos riscos socioambientais. Por meio de uma abordagem qualitativo-comparativa e de análise documental, os resultados apontam que metodologias ativas como a Aprendizagem Baseada na Resolução de Problemas (ABRP) e o Geo-Inquiry superam as limitações fragmentadas da formação de professores, integrando perspectivas locais e globais para enfrentar desafios socioambientais complexos. Essas estratégias fortalecem o pensamento espacial, a alfabetização científica em Geografia e a participação comunitária, preparando os futuros professores para enfrentar os riscos socioambientais em sala de aula com uma abordagem adequada para promover sociedades mais sustentáveis e resilientes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[alfabetización científica]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Basado en Resolución de Problemas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la geografía]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[Geo-Inquiry]]></kwd>
<kwd lng="en"><![CDATA[geography teaching]]></kwd>
<kwd lng="en"><![CDATA[Geo-Inquiry]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[scientific literacy]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização científica]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Resolução de Problemas]]></kwd>
<kwd lng="pt"><![CDATA[ensino de geografia]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Geo-Inquiry]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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