TRENDS IN PEDAGOGICAL PRACTICES AND STRATEGIES IN RESEARCH ON PHYSICAL-NATURAL COMPONENTS

Abstract

The physical-natural components are part of the knowledge presented in School Geography, and also from the perspective of the Human Geography, and link the subjects represented by the Physical Geography, forming an essential link for understanding spatial geography. In this context, Geography Education, specifically the teaching of the physical- natural themes, and the use of teaching and learning strategies with pedagogical intentions, becomes necessary to the comprehension of the geographical situations and contributes to the critical development of the students. Seeking to articulate physical-natural themes with teaching and learning strategies, this paper aims to discuss and analyze educational practices involving the approach of the physical-natural components in the classroom, as well as the strategies mobilized in their teaching and learning processes, based on an analytical review of the publications from the IV Colloquium of Researchers in Physical Geography and Geography Education. The research follows a quantitative and qualitative approach, grounded in subject-specific literature and the application of an analysis form. After analyzing the articles, it became evident that the described activities relate to the use of didactic sequences, text production, supporting teaching materials, fieldwork, discussion circles, games, play-based activities, among other strategies that influence cognitive and metacognitive learning processes, enabling physical-natural themes to be presented as powerful curricular content that aims to contribute to students’ critical development.