DIDACTIC AND CONCEPTUAL ERRORS IN THE TEACHING OF GEOGRAPHY: RECTIFICATIONS AND MEDIATIONS FOR THE CONSTRUCTION OF KNOWLEDGE - DOI 10.5216/bgg.v36i2.42794
DOI:
https://doi.org/10.5216/bgg.v36i2.42794Abstract
Currently, one of the primary tasks is to deal with the Teaching of Geography, as well as of other disciplines. This fact implies epistemological processes relating to both the formation of teachers and students. The present paper analyses the process of knowledge construction in the Teaching of Geography, focusing onthe presence of didactic and conceptual errors and in the teaching of this discipline. When analyzing about errors, we will argue the importance of rectifying them as an essential dimension to didactic mediation and the construction of geographical knowledge in the school context. The foundations of our analyzes focus on the philosophy of Gaston Bachelard, centered about the role of error in epistemic processes. If there are errors, there must be a rectification of them to then overcome epistemological obstacles and acquire new knowledge.
Keywords: geography teaching, didactic and conceptual errors, rectification and mediation.
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Published
2016-08-16
How to Cite
CAMILO DE SOUZA, V.; MARIA VANZELLA CASTELLAR, S. DIDACTIC AND CONCEPTUAL ERRORS IN THE TEACHING OF GEOGRAPHY: RECTIFICATIONS AND MEDIATIONS FOR THE CONSTRUCTION OF KNOWLEDGE - DOI 10.5216/bgg.v36i2.42794. Goiano Bulletin of Geography, Goiânia, v. 36, n. 2, p. 264, 2016. DOI: 10.5216/bgg.v36i2.42794. Disponível em: https://revistas.ufg.br/bgg/article/view/241. Acesso em: 21 nov. 2024.
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