From geographical reasoning to the used territory: pathways to understanding the spatiality of phenomena

Abstract

This article reflects on the development of geographical reasoning from a theoretical and methodological perspective, aiming to understand its conceptual foundations, dimensions, and implications for Geography teaching. Based on bibliographic research, the study revisits classical and contemporary authors of Geography, articulating key concepts and methodologies that enhance the critical reading and interpretation of geographic space. The analysis shows that geographical reasoning goes beyond mere content memorization, constituting a specific way of thinking capable of explaining spatial organization, identifying interrelations, and understanding socio-environmental processes at multiple scales. By highlighting the importance of integrating theory and practice, the paper points to pathways for more meaningful pedagogical practices that strengthen students’ intellectual autonomy and capacity for intervention. It is concluded that geographic reasoning, when developed in a systematic and critical manner, constitutes a fundamental structuring axis for civic education and for understanding the complexities of the contemporary world.