Geographical approaches and the use of Information and Communication Technologies in current teaching praxis in human geography: A narrative review
DOI:
https://doi.org/10.33448/rsd-v10i9.17739Keywords:
TICs; Geography; Human geography; Education; Teaching-learning.Abstract
Nowadays, the teaching of human geography allied to the use of information and communication technologies (TICs) has been widely used in several educational contexts. Such action has allowed the teaching-learning process in geography to have a greater reach with effectiveness in terms of theoretical deepening in this area of knowledge. The use of TICs seems to be right and well directed towards the training of future Geography teachers, especially in Human Geography, where a process of strengthening the debates about the role of Geography teaching in Education is taking place. Here we consider especially the teaching of Human Geography, which encompasses several disciplines such as Politics, Commerce, Legislation, Environment, among other areas of knowledge, and we glimpse a new trend, since the geographic language today needs to be expanded, adding deep reflections on the definition not only of meanings, but also of representations that can be attributed to diverse terms such as "environment, cultural identity, environmental degradation," among others. The question then is: does the use of the tools provided by the advent of TICs contribute to the advancement of knowledge in the teaching-learning process in human geography where the teacher can foster the autonomy and critical thinking of his student. The present work methodologically is of bibliographical and narrative nature producing discussions focused on a perspective of knowledge construction in which geography should always remain as a science, where events unfold, being fundamental to all processes of social construction and structuring of a complex society.
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