CONTEXTUALIZING THE CONTENTS IN THE PERSPECTIVE GLOBAL-PLACE: A PROPOSAL OF PEDAGOGIC PRACTICE FOR THE GEOGRAPHY DISCIPLINE.

Abstract

The scale of approach of the contents is one of the a lot of problems found in the teaching of Geography, once the pedagogic practice in this school discipline is due to the following duality: to work the contents in a scale local or global? In spite of, when the predominant pedagogic practice is analyzed in the classes of Geography, it is verified that this approach has been prioritizing the study of the phenomena, processes and landscapes commonly in the global scale, not happening most of the time daily an interrelation of these contents with the reality lived by the students. In this context, the present work exposes that it forms this duality in the approach of the contents feels in the Geography classes, besides proposing an approach that aims at the integration among the global and local scale as form of turning the contents worked by the most significant Geography for the students. In this context, this paper outlines how this duality in the approach of content takes place in geography lessons, and to propose an integrated approach between global and local levels as a way to make content more meaningful worked in geography for students aims to bring the reality of the students the syllabus for this course. This in a context in which this space experienced by the students to become a true laboratory for lessons in geography, contributing to the formation of spatial awareness, a vital condition to the formation of citizens critical and conscious of the environment to which he belongs.