GEOGRAPHIC SITUATION AND FIELD WORK: POTENTIAL PATH TO BUILDING KNOWLEDGE

Abstract

The teaching of Geography in basic education still has many obstacles to be overcome, because despite the relevance of geographic reasoning in the training of students, they still see the subject as simple, descriptive, and informative. It is necessary to find new possibilities when teaching, as learning to think about the world through the lens of Geography provokes empowerment, which can activate citizenship to recognize problems, formulate solutions, and put them into practice, involving the struggle and improvement of conditions in the experienced space. In this case, the text presents a reflection constructed, according to a bibliographical survey, regarding the use of the geographical situation as an approach to carrying out fieldwork in basic education. It highlights the importance of identifying the students' own territory, so that it is seen as a territorial learning unit, in which the teacher's mediation contributes to recognizing and validating geographic concepts, but also, providing scientific literacy, building new knowledge and territorial readings, according to the categories of Geography. Therefore, this is a contribution from teachers to teachers, in which praxis constitutes pedagogical content knowledge, so that field practices find a greater theoretical basis in their implementation and provide the achievement of learning objectives, perceiving Geography as powerful knowledge.