Teaching-learning process and geographic thinking: a literature review

Abstract

The teaching-learning processes related to the geographic contents must be present in the school everyday life, for that the teacher needs to search for the domain and pedagogical knowledge of the content to be worked, since they are involved by methods and ways to make them effective. From this, this article aims to provide readers with knowledge about some of the ways and means to build knowledge in the formative journey of students in basic education. This teaching-learning process begins in the first year of elementary school, and is implemented in the formative process through cartographic literacy. In the methodology presented in this work, it is necessary for the students to make abstractions and generalizations of the content. Thus, during this formative path, there are external and internal processes that act on the mental activities of these students, which are linked in a link between empirical and theoretical, which opens possibilities and paths for the construction of knowledge. In this methodology, it is reported that the students, when they are inserted in this teaching-learning process, gradually build knowledge, until it reaches its finalization, characterized by the concretization of thought. This succession of learning results from the development of competencies and abilities, which are developed from the intellectual capacity of each student, so that they are able to learn by themselves. Aiming at the concreteness, effectiveness and excellence of the teaching-learning process in the elementary school environment, this work proposes that teachers take advantage of means and methods that are consistent with the reality and experiences of the target audience, in order to promote to their students,the expansion and understanding of the geographic world in its various scales, seeking to relate the scientific content with everyday life, from contexts closer to macro scales