Uma questão além da semântica: investigando e demarcando concepções sobre os componentes físico-naturais no Ensino de Geografia

Abstract

How to name landform, soils, rocks, hydrography, vegetation, the climate in Geography classes in Basic Education? To answer this question, we developed the concept of the “physical-natural components” believing that it brings with it an understanding of the object of Geographic science and its teaching in Basic Education. Investigating Brazilian theses and dissertations, based on content analysis, we built a state of knowledge that allowed us to verify the predominance of individualized analyzes of spatial components;thenon-association between components of different orders; the mismatch perspective of assuming a geographical situation as a basis for the interpretation of the geographical space; the use of terminologies that reinforce the dichotomy between Physical Geography and Human Geography in Basic Education. Thus, we saw the need to reiterate the concept of “physical-natural components” for the evidence of teaching that encompasses integration, dynamism, and the processes of constitution of geographical space in its appropriation in Basic schooling.