O ensino de Geografia na fronteira: concepções e práticas docentes em Livramento-Rivera

Abstract

This text is situated within the field of Geography education and border studies, taking as its research setting the twin cities of Santana do Livramento, in Brazil, and Rivera, in Uruguay. The study is based on the assumption that border areas differ from other territories that make up nation-states, appearing to possess a higher density of particularities that are reflected in diverse geographies. It argues for the need to develop proposals aimed at constructing a diversified, integrative, life-connected curriculum that considers place and its specificities, conceived through the countless relationships it maintains with the world. From this perspective, the study seeks to understand how the border context impacts teaching practices and Geography education. The research is based on a qualitative analysis of interviews conducted with Geography teachers from Basic Education in both Santana do Livramento and Rivera. Within these dynamics, distinct pedagogical knowledge and practices emerge between Uruguayan and Brazilian teachers, with these differences attributed to the locations where they received their initial training, the curricular structure of that training, and whether or not they are locally rooted in the border area. As a result, suggestions are presented for the continuing education of Geography teachers, aiming to value the border as a pedagogical space and to promote practices that integrate knowledge, experiences, and local realities.