Educação geográfica e o ensino por investigação: uma reflexão a luz dos conceitos de práticas epistêmicas e comunidade de prática

Abstract

This theoretical study carried out by bibliographic review aims to gather arguments that call attention to the importance of Geography to consolidate its contribution to scientific learning in basic education. For this, we reflect on the way knowledge is commonly approached in the classroom, pointing out what we believe to be limits to then bring a proposal for an active methodology based on teaching by investigation gestated in the light of the concepts of community of practice (LAVE; WENGER, 1991), epistemic practices (SANDOVAL, 2005) and geographic situation (SILVEIRA, 2006). It is believed that teaching through investigation provides subsidies to consolidate metacognitive competences in the learning subjects by enabling a teaching-learning process that is contextually anchored and scientifically supported. For this reason, we sought to list important epistemic practices of geographic practice that have pedagogical potential to be appropriate in basic education, as tools to promote the scientific learning of apprentice subjects and, consequently, their citizenship formation.