REGIONALIZATION METHODOLOGY: AIMING TO DEVELOP GEOGRAPHIC REASONING

Abstract

Region, for Geography, is a term permeated by dissent. Geography teaching does not solve this nor does it bring consensus. But it can operate in another logic by allowing the concept to be an instrument for building new learning. Based on this consideration the general objective was to develop a regionalization methodology anchored in assumptions of Pedagogical Content Knowledge (PCK), which provides the mobilization of geographical reasoning actions. Articulating general pedagogical content and content knowledge, a regionalization methodology was developed as a didactic exercise. It is believed that the exercise created can mobilize mental actions typical of geographic reasoning, with emphasis on the differentiation, generalization and representation of spaces. Furthermore, it was understood that the regionalization methodology can contribute to rescuing the identity of Geography at school through its epistemological status. By learning a technique for dividing regions, students can expand their perceptions of space and, through the interpretation of the maps created, think about new geographic situations.