Percurso didático para mediação da aprendizagem em geografia: experiências em torno de uma proposta

Abstract

Geography teaching has the role of providing students with the production of critical knowledge to reality, acting as an instrument for reading and understanding the world. For this reason, students are the focus of the teaching process. In this conception, there is a demand for a mediation that goes beyond the mere linear exposure of loose content, and is methodologically constituted, enabling the analysis of everyday problems faced by students through the appropriation of geographic knowledge. Focusing ona methodological path, the paper in question aims to elucidate the potential of Cavalcanti's (2014) proposed didactic path for teaching Geography. For this, a survey and analysis of course conclusion works, dissertations and theses published on the Sucupira Platform between 2014 and 2021 that covered the path were carried out. The analysis indicated significant advances in student learning, based on the paths taken, which led to the development of the capacity for reflection and problematization of their daily practices, in the development and formation of scientific concepts, in the capacity for theory and practice articulation, in the reframing of living spaces, in the development of multiscale reasoning and interpersonal development. Furthermore, the data indicated that the didactic path has an important role as a data collection tool. Therefore, it reaffirms the validity and fertility of the formulations presented, understanding them as a product of a dialectical relationship between episteme and didactics of Geography, not being a prescription, but capable of adaptation and application to different contexts and spaces.