“A geografia está em tudo!” Pesquisa e práticas de estratégias educativas na geografia escolar

Abstract

This study presents reflections drawn from teaching experiences. It explores writing that emerges from engagements with school geography, research, and practical implementation of educational strategies developed and applied in a 6th-grade elementary school classroom. The experiences presented serve as a starting point, framing scenes through which the teaching of geography and its approaches are examined. The concept of experience is mobilized in this research based on the work of Jorge Larrosa. The investigation into educational strategies for addressing physical and natural topics is guided by the notions of spatial development and geographical reasoning found in the National Common Curricular Base (BNCC) and Cavalcanti's (2019) proposal to "think through geography." The objective of this research was to analyze how Geography content related to physical and natural themes is presented in the national curricular document, as well as to propose educational strategies capable of developing geographical thinking in schools. To achieve this, I share some classroom experiences and present the pedagogical strategies adopted, reflecting on their alignment with the knowledge objectives and specific skills outlined for Geography. The study concludes that the classroom experiences and strategies employed to understand physical and natural aspects in Geography align with the spatial thinking and geographical reasoning concepts outlined in the BNCC and resonate with the theoretical-methodological framework of "thinking through geography." These findings reflect a dialogue between the theoretical and methodological conceptions presented by the official document and the field researcher.