Teaching geography and geographical reasoning: between confrontations and resignifications
The article discusses the teaching-learning process in Geography classes. In this opportunity, the articulation of the development of geographic reasoning with the production of school knowledge is recommended as relevant, both taking place in a reciprocal way. From an exploratory theoretical approa...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2022 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Maria (UFSM) |
| Repositório: | Geografia Ensino & Pesquisa (Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/67759 |
| Acesso em linha: | https://periodicos.ufsm.br/geografia/article/view/67759 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Raciocínio geográfico Didática Geografia Geographical reasoning didactics Geography |
| Resumo: | The article discusses the teaching-learning process in Geography classes. In this opportunity, the articulation of the development of geographic reasoning with the production of school knowledge is recommended as relevant, both taking place in a reciprocal way. From an exploratory theoretical approach, the text discusses points considered relevant for geographic thinking (repetition-adverb mode) at school. From authors such as Massey (2008, 2017), Santos (2017), Gomes (2013, 2017), Martin (2016) Lacoste (2012) Bakhtin (2011) among others, we sought to articulate the object of knowledge in a situation concrete, the social voices that compose it, the spatio-temporal cut, the appropriation of geographic knowledge and of the different languages to proceed to the knowledge of a phenomenon. |
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