A question beyond semantics: investigating and demarcating conceptions about physico-natural components in Geography Teaching

Abstract

How to name the teaching of landforms, soils, rocks, hydrography, vegetation, climate, among others, in Geography classes in Basic Education? In order to answer to this question, we developed the concept of “Physico-natural Components”, believing that it brings with itself an understanding about the object of Geographic science and its teaching in Basic Education. We emphasize the need for this conceptualization in building a state of knowledge about physico-natural components in theses and dissertations related to the teaching of Geography. Through this construction, it was possible to identify: i- works that deal with these components; ii- physico-natural components contemplated in the investigations; iii- individual approach or in conjunction with other components from the same origin; iv- terminologies used to designate components within research and in school teaching; v- association between physico-natural and social components; vi- appropriation of these components so that the interpretation of a geographical situation happens in the basic school. In search of a concept that embraces the dynamism and the processes of the geographical space constitution, as well as meets the demands of school Geography, we defend the conception of Physico-natural Components, with the purpose of its appropriation in Basic Education.