A didática da geografia escolar: uma reflexão sobre o saber a ser ensinado, o saber ensinado e o saber científico / Didactis of School Geography: a reflection on knowledge to be taught, taught knowledge and scientific knowledge.
This article brings a reflection on the Didacticism of school Geography and an analysis of the needof didactic transposition, in order to facilitate a connection among knowledge to be taught,taught knowledge and scientific knowledge. School Geography has for function to contribute tothe construction...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Editora da Universidade Federal de Uberlândia
2006-06-01
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| Series: | Sociedade & Natureza |
| Subjects: | |
| Online Access: | http://www.sociedadenatureza.ig.ufu.br/include/getdoc.php?id=103&article=76&mode=pdf |
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| Summary: | This article brings a reflection on the Didacticism of school Geography and an analysis of the needof didactic transposition, in order to facilitate a connection among knowledge to be taught,taught knowledge and scientific knowledge. School Geography has for function to contribute tothe construction of significant knowledge in people’s lives. The abilities to be developed bygeographical knowledge should facilitate a critical reflection concerning the society in whichstudents live and, mainly, the space they occupy in order to understand the way this space is(re)organized. To that purpose a bibliographical study concerning the relative subjects to theDidacticism of school Geography was held, based on the theories related to the transpositive anddisciplinary models, trying to construct a parallel between “scientific geographical knowledge” and “school geographical knowledge”, proposed and formulated by Yves Chevallard and AndréChervel, respectively. It was verified that knowledge to be taught brings the conception thatteaching is built from an articulation of academic competence together with pedagogic competence,as knowing to teach demands the understanding of what and how to teach. |
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| ISSN: | 0103-1570 1982-4513 |