A problematização nas aulas de geografia e sua importância no desenvolvimento do raciocínio geográfico

Abstract

Where does the need for pedagogical practices based on problematization and investigation in Geography classes come from? This article aims to highlight specific issues, pointed out by experts in Geography teaching, that lead us to reflect on how essential it is to establish a pedagogical approach aligned with the development of geographic reasoning in schools. In our view, the development of geographic reasoning in geography classes has a problematizing and investigative perspective, that is, it enables pedagogical practices that value significant knowledge, as indicated by experts. Because of this, we understand that the questions and themes chosen and categorized by us in this article and listed as relevant, even if organized in a small collection, present initial indications of the ideas that underlie the importance of developing geographic reasoning in the classroom.