O percebido, concebido e vivido: possibilidades metodológicas à educação geográfica

Abstract

Geographical education is fundamental to school geography, since it involves the learning of knowledge for the life of the students. The process of signification is complex, for these notions have the theoretical-abstract nature. Thus, it is fundamental to develop strategies of mediation, which helps to serve as reflexive devices between concepts and students' reality. The objective is to understand the relations between the perceived, conceived and vivid spaces, proposed by Lefebvre and the processes of construction of geographic knowledge, through methodologies that provide a learning by the students. This process can be accomplished by means of problematizing activities, which has the potential for meaningful learning. For this, this research includes bibliographical studies and analysis of methodological strategies. A research allows to infer that a triad of Lefebvre can qualify as a class activity, by allowing a greater interaction between life and subjects, while the geographic education journey.