Implications of the Historical-Cultural Theory in Geography teaching: a developmental perspective in the early years of elementary education

Abstract

This study highlights the implications of the Historical-Cultural Theory in the teaching of Geography in the early years of elementary education, focusing particularly on the challenges faced by educators, many of whom are trained in pedagogy but lack specific specialization in Geography. It explores the importance of teaching beyond the formal curriculum and contributing to social structuring and human psychic development. The research is based on a bibliographic methodology, anchored in the theories of Vygotsky and his collaborators, as well as Marx's historical-dialectical materialist conception. The study underscores that incorporating Historical-Cultural Theory can lead to more critical and reflective learning in Geography, positively influencing the cognitive and social development of children, and promoting more meaningful and contextualized Geographical education. This approach is essential to understand and address the complexities of teaching Geography in the early years, suggesting the need for more integrated pedagogical approaches that are aware of the sociocultural and historical context of children at this stage of basic education.