Didactics and the Teaching of Geography - a look at teaching practice and learning

Abstract

The objective of the study is to identify the aspects inherent to the discipline of Didactics, such as concept, object, methods, and their application in the discipline of Geography, in order to relate them to a model of pedagogical practices that structure geographic contents, from a dialectical conception. The chosen methodology of the study is narrative review, a type of broad study of a given subject. The results show that teaching methods are proposed, classified and described by the discipline of Methodology, but it is up to Didactics to make the judgment or criticism of these teaching methods. Didactics is considered to be a teaching method, which regulates the interaction between teaching and learning, between the educator and the students, resulting in the conscious assimilation of knowledge and the development of the student's cognitive and operational skills. The knowledge of Didactics is used in the teaching of Geography, contributing to the education of students, adapting the development of a critical consciousness, focused on the respect of world events, correlating with the configuration of geographic space, recognizing the contradictions and the economic, social and cultural conflicts, facilitating the comparison of life, their habits, forms of use and/or exploitation of resources and people, in search of respect for differences and a more egalitarian social organization. We conclude that through Didactics procedures, students are stimulated and guided, in the course of their learning, to use Geography to become citizens capable of fulfilling themselves in the social environment.