Organization of teaching for the formation of theoretical-geographical thinking

Abstract

The present study aimed to understand the foundational concepts of critical theories for the development of essential theoretical-geographical thinking in the organization of education. The specific objectives were to comprehend the philosophical-theoretical path of consolidation of Developmental Theory and discuss the potential of didactic organization in the development of study activities. To achieve this, we employed a qualitative bibliographic methodology focusing on works related to the research theme. As results, we can highlight the significant contributions of critical theories that led to the creation of Developmental Theory, particularly in relation to the concern for students' theoretical thinking formation. Integrating the teaching and learning process, this mode of thinking requires the structuring of concepts based on critical theories, as well as the integration of this theoretical framework into teachers' instructional organization for effective education. Supported by Geography, this process has the potential to beenhanced by the analytical and questioning nature of this science.