MAIN REFLEXIONS OF TEACHERS ABOUT TEACHING GEOGRAPHY: WHOM, WHERE AND HOW TO TEACH?

Abstract

How do teachers approach their craft in geography education? What do they consider relevant when responding to this question? Can theoretical elements from Geography didactics or the concept of school knowledge (school Geography) be identified in their responses? These questions are explored in the text, through the qualitative analysis of narratives produced by Geography teachers in basic education. The theoretical foundations are based on the principles of the historical-cultural theory about human thinking and academic contributions to Didactics of Geography. The results indicate that school Geography is conceived by the teachers, within the context of their actions in didactic mediation, with an emphasis on students' daily lives and social demands, as well as in the curricular and structural conditions of schools. Teachers' reflections on their geography teaching practices are anchored in the context of their situated practice, theoretical principles related to Didactics of Geography, and the wide socio-historical context of school education.