PEDAGOGICAL-GEOGRAPHICAL THINKING AND TEACHING OF GEOGRAPHY

Abstract

Determining the essential elements to provoke geographic thoughts and reasoning constitutes an important movement towards a more meaningful education in the classroom. Therefore, the aim of this article is to discuss the development of a Pedagogical-Geographic Thinking mode for teachers and to understand, through the relationship between geographic thought and reasoning, how they can contribute to geographic education. The methodology consists of bibliographic research that supports the definition of the main themes that permeate this work: geographic thinking, geographic reasoning, teacher thinking and geographic education, which allow the construction of relationships and propositions on the aspects considered as fundamental to the training of teachers of Geography. The construction of pedagogical-geographic thinking is considered essential to propose geographic analyzes in school education and to build geographic reasoning possibilities for the formation of citizens.