Beyond the map: the intrinsic relationship between geographical education and child citizenship formation
DOI:
https://doi.org/10.51359/2594-9616.2024.261739Keywords:
Geography, education, educational practicesAbstract
This article aims to investigate how geographical education contributes to the development of citizenship formation in children in the first years of elementary education. By adopting this innovative perspective, we seek not only to fulfill educational guidelines but also to promote a more engaging and practical learning experience. In order to achieve the outlined objective, a qualitative research approach was chosen, employing bibliographic research as the procedure, aiming to contextualize our research within the current academic landscape. Significant contributions from renowned authors and relevant theoretical perspectives for the studied theme are used as a basis for theoretical foundation, such as Piaget (1947), who addresses child development, impacting the teaching-learning process. Callai (2002) discusses how the teaching of geography affects educational and social relationships. The findings of the research are discussed in "The Advent of Geographical Education in Elementary Education I" and "Advancements and Challenges of Geography Teaching in the Classroom," highlighting the impacts generated by geography teaching on students' citizenship formation.
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Copyright (c) 2024 Iuri Davi Silva Araújo, Karen Fernanda Oliveira Silva , Delcivane Santos Silva
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