Geographic problematization in the school training process

Abstract

Considering the challenges of the school training process, this article discusses the relations and composition of the posture and interrogative attitude in teaching based on geographic space. The objective is to discuss the inquiry involving the geographic approach of landscape, place and everyday üfe as a path to teaching knowledge that fosters geographic education. Based on dialogical hermeneutics, it discusses why and what to ask, why teaching by interrogating geographic space and why teaching Geography at school is important. The research result presents aspects that comprise the movement of thinking, articulating reflective inquiries to the school, to teachers in general and to Geography teachers and classes, and arguments that support the linking of spatial signifiers with conceptual meanings. In conclusion, it affirms geographical education as a way of approaching knowledge, enabling emancipation, which implies intentional, provocative, systematic and prospective interpellation between the contents of reality and the contents of the disciplines.