The Legitimation Code Theory (LCT) applied to the regionalization exercise: analysis of a teaching and research instrument
Starting from the premise that the exercise of regionalization can constitute a powerful starting point for creating analyzes that allow creating questions of a geographic nature, this study aims to present a tool that allows monitoring and evaluating the intellectual movements used by learning subj...
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| Autores principales: | , , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Instituto de Geografía "Romualdo Ardissone", UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/RPS/article/view/15562 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=puntosur&d=15562_oai |
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| Sumario: | Starting from the premise that the exercise of regionalization can constitute a powerful starting point for creating analyzes that allow creating questions of a geographic nature, this study aims to present a tool that allows monitoring and evaluating the intellectual movements used by learning subjects in a context of teaching. To pursue this objective, we resort to the Theory of Legitimation Codes (TCL) proposed by Maton (2014), specifically with regard to the semantic dimension. Therefore, the constructs of density and semantic gravity are presented to create a model applied to the regionalization exercise. Density and semantic gravity are, roughly speaking, parameters for measuring the quality of appropriation of scientific concepts (density) and the possibilities of generalizing these concepts (gravity). After creating a semantic gravity framework associated with specific regionalization actions, an activity was applied to students in the 1st year of high school. By representing a space using the regionalization methodology, students were equipped to think about spaces that are not glued to their immediate context. Furthermore, an epistemological element was recovered in the teaching of Geography. It was concluded that the functional coherence of the region gives it a scientific character in that it can be an instrument for reading and analyzing reality in different spatial areas, mobilizing different levels of semantic gravity. This enables a richer reading of spaces and the development of investigative perspectives in teaching situations |
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