TEACHING PRACTICES AND CONCEPTIONS OF TERRITORY IN GEOGRAPHY TEACHING

Abstract

The present work aims to present data from the master's research, by the Federal University of Piauí (UFPI), already completed, on how teaching practices in the classroom are developed, taking the concept of territory as a perspective. The interest in carrying out this research has to do with the concern with the quality of Geography teaching as well as the personal and social relevance of the addressed topic. The methodology used to carry out this work was an online questionary, through Google Forms, applied with Geography teachers from the Municipal Education Sistem of Teresina-PI. For the analysis of information, Discursive Textual Analysis (DTA) is used, which is an approach to the analysis of research in the humanities widely used in the educational field and that transits between content analysis and discourse analysis. The information analyzed shows that teachers face challenges in the teaching of Geography, from the perspective of this concept, in terms of understanding it and approaching new theoretical concepts of territory.