How to give a Geography lesson?

Abstract

This article presents the characteristics that have been considered appropriate, from the beginning of the 20th century to the present time, to give a Geography class: active pedagogies, participative methodologies, student research projects and the study of the place. In a similar way, he shares the opposite of the ideal class, represented by the figure of the Traditional Teacher, whose idea was supposed to be anchored in the exhaustive exposition of contents, in geographical encyclopedism and in mnemonic evaluations. In order to develop such an analysis, the text is used, first of all, of the archeology of knowledge of Michel Foucault, mainly through his concept of discursive formation. It also draws on Ludwig Wittgenstein's linguistics and Sandra Mara Corazza's investigative approach. Finally, the article asks: how could a new order of geoschoolling discourse be constructed? It responds that perhaps it is not the case to overcome the hegemonic discursive formation, but to pervert it, to subvert it, to transgress it, so that each Geography class has in itself the potential to constitute itself as a work of art.