Elementos estruturadores do ensino de geografia por investigação: o que dizem os trabalhos internacionais?

Abstract

This article aims to discuss the structuring elements of Teaching Geography through Inquiry and to present a didactic-methodological path that favors its mobilization. We believe that Teaching Geography through Inquiry is a didactic approach, since it is directly related to the different ways in which the teacher conceives, constructs and conducts his/her classes, in addition to acting and interacting in order to raise and develop the approach to themes and contents with his/her students. In the search for the constituent elements of this approach, we resort, first, to the identification and understanding of different ways in which Teaching through Inquiry – and its analogues – have been used in works on Teaching Geography published between 2006 and 2021, in the Scientific Electronic Library Online (Scielo), Educational Resources Information Center (ERIC), and Google Scholar. Once the investigations advocated in these publications were revealed, they were compared with the elements that we consider fundamental to the Teaching of Geography, aware that there is no single path that leads to this process. At the end of this work, we argue that although there are different paths for the construction of the Teaching of Geography through Investigation, in all the works analyzed, some elements remain, a signature, without which, although a spatial fact or phenomenon is studied, it will not necessarily be a geographical investigation. And that there is also an essential element that guides and facilitates the teaching work in this journey: the curriculum.