Ensinar Geografia para a autonomia do pensamento: o desafio de superar dualismos pelo pensamento teórico crítico
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Data
2011-10
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El foco de este artículo es la enseñanza de la Geografía en cuanto campo de investigación. Las discusiones propuestas, con
el propósito de argumentar por la necesidad de su consolidación, se direccionan para la identificación de cuestiones problemáticas
cuya comprensión requiere el debate y una profundización teórica. Inicialmente, se levantan aspectos puntuales
del panorama teórico disponible para la investigación científica en la actualidad, buscando defender una matriz crítica de
la Geografía como fundamento relevante para la comprensión del proceso de enseñanza y aprendizaje en esa área. En otra
parte, se toma como base algunas orientaciones recurrentes en las producciones teóricas y en las discusiones académicas en
la Geografía escolar para demostrar la contribución del pensamiento crítico delineado en la primera parte, revelando algunos
riesgos al tomar tales orientaciones sin la debida atención a sus fundamentos. Para finalizar, se presentan demandas para la
profundización de la investigación en áreas de formación de conceptos geográficos y de método de enseño
This paper focuses on the teaching of Geography as a field of research. In order to support the need for consolidation, the discussions it proposes focus on the identification of crucial questions that require debate and the development of a more detailed theoretical approach. To begin with, specific aspects of the theoretical foundation currently available for scientific investigation were identified, with the aim of defining a critical template of Geography as a relevant basis for the understanding of the processes of teaching and learning in this area of knowledge. The second part of the discussion is based on a number of recurring themes in the theoretical products and academic discussions of Geography teaching, which are used to demonstrate the contribution of the critical thought defined above, with emphasis on some of the risks that may arise from adopting such themes without due consideration to basics. To conclude, a number of areas that require further research with regard to the development of geographic concepts and teaching methods are identified.
This paper focuses on the teaching of Geography as a field of research. In order to support the need for consolidation, the discussions it proposes focus on the identification of crucial questions that require debate and the development of a more detailed theoretical approach. To begin with, specific aspects of the theoretical foundation currently available for scientific investigation were identified, with the aim of defining a critical template of Geography as a relevant basis for the understanding of the processes of teaching and learning in this area of knowledge. The second part of the discussion is based on a number of recurring themes in the theoretical products and academic discussions of Geography teaching, which are used to demonstrate the contribution of the critical thought defined above, with emphasis on some of the risks that may arise from adopting such themes without due consideration to basics. To conclude, a number of areas that require further research with regard to the development of geographic concepts and teaching methods are identified.
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Palavras-chave
Enseñanza de Geografía, Geography teaching, Ensino de Geografia, Autonomía del pensamiento, Autonomia do pensamento, Investigação científica, Investigación científica, Autonomy of thought, Scientific investigation
Citação
CAVALCANTI, Lana de Souza. Ensinar Geografia para a autonomia do pensamento: o desafio de superar dualismos pelo pensamento teórico crítico. Revista da ANPEGE, Anápolis, v. 7, n. 1, p. 179-190, out. 2011. Número especial.