Components of geography teaching for basic education

Abstract

The training and implementation of geography teachers in the contemporary world has demanded a solid training that works with the teaching-pedagogical components in order to develop the geographical thinking of students. Thus, this work aims to discuss the constituent components for a Geography Teaching that stimulates the development of geographical thinking in basic education. For this purpose, a bibliographic search was carried out, focusing mainly on the theoretical categories of Geography Teaching and its constituent components. The theoretical results indicate that Geography Teaching contributes to the planning, implementation and evaluation of classes by Geography teachers, since they are able to understand and act in an interconnected way, both with the components of the subject-knowledge relationship and the teaching paths in geography classes. As for the relation of the subjects with knowledge, the student precisely becomes an active-emancipated subject; the teacher, the mediator of the process; and knowledge, cultural tools to achieve pedagogical objectives. Finally, the operating components for the effectiveness of the classes consist of objective elements, counts, methods, forms of organization, resources and evaluation, which must be operated independently and also consider the social context, the school and the characteristics of the subjects involved into the teaching and learning process.