How to develop geographic reasoning in times of distance learning?: Skills, abilities and geographic teaching
Teaching Geography, and with that, developing geographic reasoning in the teaching-learning process is one of the pedagogical proposals that most need reflection. Transmitting and building geographic knowledge is much more than exposing the characteristics of localities. Building geographic knowledg...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Federal de Pernambuco (UFPE) |
| Repositorio: | Revista Rural & Urbano |
| Idioma: | portugués |
| OAI Identifier: | oai:oai.periodicos.ufpe.br:article/247530 |
| Acceso en línea: | https://periodicos.ufpe.br/revistas/ruralurbano/article/view/247530 |
| Access Level: | acceso abierto |
| Palabra clave: | Raciocínio Geográfico Ensino de Geografia EaD. Geographic Reasoning; Geography Teaching; Abilities |
| Sumario: | Teaching Geography, and with that, developing geographic reasoning in the teaching-learning process is one of the pedagogical proposals that most need reflection. Transmitting and building geographic knowledge is much more than exposing the characteristics of localities. Building geographic knowledge means developing the worldview based on relations of information and concept construction, from the closest scale to the global one. Transmitting and building geographic knowledge is much more than exposing the characteristics of localities. As proposed by the BNCC, geographic knowledge goes beyond the geography of localities, the objective being the construction of the geographic reasoning of the phenomena. How to build this through virtual classes? If in the classroom, the development of these skills requires preparation, teacher attention and significant methodologies to reach the student. In times of distance learningbecause of pandemicthese proposals become more complicated, either due to the lack of access to information and communication technologies, or due to the need to rethink the teaching toolsthat reach the objective. Furthermore, we must first consider whether the teacher can understand geographic reasoning and its spatiality. Therefore, the objective of this article is to provoke reflection on how to develop geographic reasoning through the abilities present in the curricula, and with that, we work on methodologies and teaching tools that provide meaningful learning |
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