SCHOOL AS CITIZEN PRACTICE: THEORETICAL AND METHODOLOGICAL CLUES FOR TEACHING GEOGRAPHY

Abstract

This article aims to briefly go through the bases of the theoretical and methodological construction of geography teaching, in search of a school geography as a field full of possibilities for the construction of a citizen practice. To do so, we follow some conceptual clues, especially those found in the works of Milton Santos, to whom we attribute the proposal of building an epistemology of existences in school spaces. The present study also goes through the contributions and problematizations left by several other authors about the knowledge built in the classroom, about geography as a way of reading the complexity of the current world, and about how the three fundamental fields of the geography teachinglearning process (geographic-scientific, geographic-school and pedagogical-didactic) form a methodological challenge for the teaching-learning with a citizen and critical perspective.