Geography in the school context: a look at teachingpractices
DOI:
https://doi.org/10.51359/2594-9616.2021.248873Keywords:
School geography, teachers, Pre-schoo, Elementary school.Abstract
This article presents as an investigation the need to think about the understanding of teachers in view of the knowledge of Geography in the school locus and aims to investigate how geographic knowledge fits into teaching practices. For that, a bibliographic survey about Geography in Pre-school and Elementaryschool has become indispensable, which brings as a theoretical subsidy an analysis beyond the descriptive aspect, thus inserting a parameter that involves the critical, political and social analysis of the local to the global and also the constitution of the individual as a citizen. In the methodology, an exploratory research with a qualitative approach was used, which was dismembered in the research instrument and technique of the semi-structured interview with the use of open questions, whose dimension encompassed teachers of Early Childhood Education and Elementary School, being considered two different school institutions. The results of this research were presented supported byofficial documents, such as the National Common Curricular Base and it was found that the teachers demonstrated to use some geographic knowledge. However, there were also conceptual weaknesses in terms of comprehension of objects of knowledge in their entirety. In view of this, the present study presents itself as a possibility for teachers, researchers and other interested in the area to think about some nuances that comprise Geography in the school context.
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