GEOGRAPHY, DEVIATION AND LEADS: SOME REFLECTIONS ON THE DISCIPLINE AND EDUCATIONAL PRACTICE

Abstract

The purpose of this paper is to present a study on teaching geography through a reflection on educational practice in the current context. Since geography as a science consists of theories, concepts and methods relating to the issue of its object of study. And geography as a field of knowledge, represents the set of geographical knowledge of science transformed into classroom content from a selection and organization of topics deemed necessary for the formation of the student. Given the above, the teaching of geography creates the possibility of establishing other benchmarks the student, while it is articulated reading of the word, the language of symbols which requires mastery of concepts that assist in the construction of knowledge and reality , being both subject and author of its history. In this sense, geography has an important role in shaping the individual, because it works for the exercise of citizenship, where the learner is seen as a social actor, responsible for living space. Thus, the broad goal of geography lessons should be to develop geographical thinking through the study of information about reality, from the initial series and, as a discipline, that geography is a channel that allows students to understand human motives in informative data analysis, where the individual understands that "the whole is more important than knowing everything.