GEOGRAPHICAL REACTION AND A THEORY OF RECOGNITION IN THE TRAINING OF THE GEOGRAPHY TEACHER

Abstract

This article is based on the analysis that contemporary school education faces diverse challenges, among them, the diverse contexts, which requires the future teachers both solid theoretical knowledge and practical knowledge that allow them to act in different educational systems, with emphasis on public schools. This consolidates an effective demand to the universities that is the production of knowledge that subsidizes in the licenciatura a formation of teachers that is solid in its theoretical bases and interdisciplinary practices. In this context, the objective of this article is to discuss the intellectual life of the teacher and the future professor of Geography, through the appropriation of the categories of analysis and principles of this science in order to contribute to the formation of geographic reasoning. We will work on two central ideas that are inseparable: the teacher's office and its recognition, with reference in Fraser (2007) and Honneth (2011); and the importance of resolving the epistemological status and the methodologies, languages and representations of Geographical Education, dialoguing on the base of some theorists of Geography, such as Lacoste (1988), Santos (1988, 1996, 1998), Moreira (2007), Gomes (2017) , metaphysics and cognitive psychology, based on Toulmin (2006) and Sternberg and Sternberg (2017).