Itinerários da práxis pedagógica de professoras no ensino de geografia nos anos iniciais do ensino fundamental

Abstract

This article, resulting from a practical activity of the discipline Content and Methodology of the Fundamental Teaching of Geography in the Degree in Pedagogy at the State University of Southwest Bahia (UESB), presents the results of interviews conducted with two teachers who teach the discipline of Geography in the early years of Elementary School, one from the private network and the other from the public school system, aiming to identify what they understand about geographic science and its repercussions in the itineraries of the practices they develop in the classroom, with a view to effecting the teaching-learning process. Through the theoretical contributions of Pires (2007), Moura (2012), Straforini (2004) and Callai (2005), and more especially, from the statements given by the interviewed teachers, we understand that it becomes essential in the teaching of Geography in the early years to show the transformations that occur in space, in addition to enabling, through a
reading of the world, the reflection on the determinant role of social subjects in this process. Thus, we envision the importance of the teacher in mediating geographic knowledge, since the classes that contemplate the study of space, and their transformations, must be related to the life and social context of their students.