The teaching of Geography from a historical-critical perspective

Abstract

The objective is to analyze the teaching of geography from the perspective of historical-critical approach. The process practice-theory-practice problematizes the geography taught in today's public school, the questioning of content and the method and return to practice to define the social role of teaching geography. The teaching of geography is responsible for helping students to become contemporaries of their time-space, understanding their insertion in the logic of the socio-spatial-territorial reality of capitalist society. Logic that requires the intervention of all in order to overcome it, given its structure based on the violent expropriation of the people of the countryside, the precarious conditions of supposedly free work, the dehumanization through the abduction and exploitation of children and the enslavement of black Africans; the origin and maintenance of private capitalist property based on the exploitation of other people's work and human strangeness. Its geographical organization, with the distinction between producer and means of production, has led to the separation of the worker from nature and from its territory, made private property; to ecological-territorial problems; to money as a universal commodity; to the country-to-city separation  and daily life fragmented in different places; and to the mega urbanization of humanity. How to explore the contradictions of capitalism with an educational project that contributes to overcoming this class society, based on systematic knowledge? Historical-critical pedagogy offers subsidies to pedagogical work against hegemony in the capitalist school. The spatial and human alienation determinations of bourgeois society guides the purpose-content-method articulation in the teaching of geography.