<?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>S2215-25632026000200249</article-id>
<article-id pub-id-type="doi">10.15359/rgac.77-2.9</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pensar el paisaje más allá de lo visible: El paisaje como mediación conceptual en la enseñanza de Geografía]]></article-title>
<article-title xml:lang="es"><![CDATA[Pensar a paisagem para além do visível: A paisagem como mediação conceitual no ensino de Geografia]]></article-title>
<article-title xml:lang="en"><![CDATA[Thinking Landscape Beyond the Visible: Landscape as a Conceptual Mediation in Geography Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarenga Botelho]]></surname>
<given-names><![CDATA[Lúcio Antônio Leite]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vanzella Castellar]]></surname>
<given-names><![CDATA[Sonia Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2026</year>
</pub-date>
<numero>77</numero>
<fpage>249</fpage>
<lpage>276</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-25632026000200249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-25632026000200249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-25632026000200249&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo desenvolver uma reflexão teórica que fortaleça o uso significativo da categoria paisagem na escola. Busca-se ampliar suas possibilidades de abordagem, superando a centralidade na descrição do visível. Para sustentar essa perspectiva, a base teórica está ancorada no conceito de obstáculo epistemológico (Bachelard, 1996), uma vez que a leitura da paisagem tem sido historicamente reduzida a um exercício inventariante, o que impede que os alunos avancem da percepção sensível para a explicação conceitual. Em seguida, aprofunda-se o potencial metodológico da paisagem a partir da contribuição de Milton Santos (1996), cuja concepção evidencia a paisagem como expressão histórica das relações sociedade-natureza, oferecendo bases para uma leitura crítica capaz de articular percepção, técnica, tempo e produção do espaço. Assim, o texto contribui para qualificar a compreensão da paisagem como categoria explicativa, oferecendo elementos que podem fortalecer práticas pedagógicas comprometidas com o desenvolvimento do raciocínio geográfico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to develop a theoretical reflection that strengthens the meaningful use of the category of landscape in schools. It seeks to expand its possibilities of approach, overcoming the centrality of describing what is visible. To support this perspective, the theoretical framework is anchored in the concept of epistemological obstacle (Bachelard, 1996), given that the reading of landscape has historically been reduced to an inventory-based exercise, which prevents students from advancing from sensory perception to conceptual explanation. The article then deepens the methodological potential of landscape based on the contribution of Milton Santos (1996), whose conception highlights landscape as the historical expression of society-nature relations, providing foundations for a critical reading capable of articulating perception, technique, time, and the production of space. Thus, the text contributes to qualifying the understanding of landscape as an explanatory category, offering elements that can strengthen pedagogical practices committed to the development of geographical reasoning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo desarrollar una reflexión teórica que fortalezca el uso significativo de la categoría paisaje en la escuela. Se busca ampliar sus posibilidades de abordaje, superando la centralidad en la descripción de lo visible. Para sostener esta perspectiva, la base teórica se ancla en el concepto de obstáculo epistemológico (Bachelard, 1996), puesto que la lectura del paisaje ha sido históricamente reducida a un ejercicio inventarial, lo que impide que los estudiantes avancen de la percepción sensible a la explicación conceptual. A continuación, se profundiza el potencial metodológico del paisaje a partir de la contribución de Milton Santos (1996), cuya concepción pone de relieve el paisaje como expresión histórica de las relaciones sociedad-naturaleza, ofreciendo las bases para una lectura crítica capaz de articular la percepción, la técnica, el tiempo y la producción del espacio. De este modo, el texto contribuye a cualificar la comprensión del paisaje como categoría explicativa, ofreciendo elementos que pueden fortalecer las prácticas pedagógicas, comprometidas con el desarrollo del razonamiento geográfico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Análise e leitura da paisagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Obstáculo Epistemológico]]></kwd>
<kwd lng="pt"><![CDATA[Milton Santos]]></kwd>
<kwd lng="en"><![CDATA[Epistemological Obstacle]]></kwd>
<kwd lng="en"><![CDATA[Geography education]]></kwd>
<kwd lng="en"><![CDATA[Landscape analysis and interpretation]]></kwd>
<kwd lng="en"><![CDATA[Milton Santos]]></kwd>
<kwd lng="es"><![CDATA[análisis e interpretación del paisaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la Geografía]]></kwd>
<kwd lng="es"><![CDATA[obstáculo epistemológico]]></kwd>
<kwd lng="es"><![CDATA[Milton Santos]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Revista Brasileira de Educação]]></source>
<year>2011</year>
<volume>16</volume>
<numero>48</numero>
<issue>48</issue>
<page-range>609-23</page-range></nlm-citation>
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</back>
</article>
