Metodologias do ensino de geografia na formação inicial do pedagogo

fundamentos teóricos, práticas pedagógicas e desafios contemporâneos

Abstract

Initial teacher education in Pedagogy for Geography teaching in the early years of elementary education presents challenges related to the acquisition of scientific knowledge and the development of pedagogical practices that move beyond descriptive and fragmented approaches. In this context, this article aims to analyze the theoretical and methodological foundations of Geography teaching in initial teacher education in Pedagogy, considering their contributions to the development of geographical thinking and the contemporary challenges of teaching practice. This is a qualitative bibliographic study based on scientific publications addressing geographical education, teacher education, and teaching methodologies. The discussion examines the importance of geographical knowledge in teacher education, the relationship between theory and practice, and methodological approaches that promote a critical understanding of socio-spatial relationships. It is concluded that initial teacher education in Pedagogy requires the integration of Geography-specific knowledge and pedagogical knowledge, fostering contextualized educational practices committed to developing students' critical understanding of reality.