Theoretical foundations for the development of geographical reaction in basic education
DOI:
https://doi.org/10.51359/2594-9616.2019.240483Keywords:
Teaching, Reasoning, GeographicaAbstract
Geographical reasoning is a cognitive process that can be developed by the Geography teacher in both higher and lower education. In basic education, the purpose is to develop the student to interpret and act in space practices. Nevertheless, this expression is not yet consensual among geographers and is in a state of probation, since it began to appear in the discussions of School Geography mainly from the decade 1990. Therefore, the objective of this work is to discuss theoretical indications for the development of such reasoning in basic education. For this we used the bibliographic research in which allowed us to reach the following results; the structural concepts (space, landscape, territory) and the logical principles (scale, location, delimitation, connection) are the theoretical bases for the development of the geographic reasoning in basic education. Therefore, geographic reasoning is a cognitive process that enables the mobilization of abilities to interpret and act in spatial practices in a critical-reflective way. Its development in the teaching of Geography in basic education requires the scientific foundations of Geography as a science
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