DIDATICS OF THE PROGRESSIVE GEOGRAPHY: MEANINGS, RATIONALITY AND LANGUAGE

Abstract

Didactics has been discussed in the area of Geography, at least since the first half of the 20th century, although, at the present time, it has not been constituted as a systematic thematic field of study. In this context, the objective is to understand the meanings of Didactics in Progressive or Modern Geography that developed until 1970 approximately. Specifically, we seek to identify whether there is a predominance of the instrumental sense of Didactics and the place that language occupies in it. Bibliographic research was chosen, through the analysis of articles and manuals, published between 1950 and 1960, in research databases and in periodicals. This study is associated with the postdoctoral project at the Graduate Program in Geography at the Universidade Federal do Piauí. The findings indicate that the manifest meaning of Didactics is not always verified in studies and didactic proposals in Geography. Furthermore, the concept of Didactics is related to rationality and instrumental action. Language, in terms of understanding, is not referred to in the analyzed studies. It is concluded that there are confusions between Didactics and Methodology, that the elements of Didactics of Geography are variable and that language does not occupy centrality in Didactics of Geography produced in the period.