Where Begin the School Teaching of Geography: Considerations about the Relation Lived Space, Teaching and Learning.

Abstract

At school, various representations are manifested through symbols that can have different meanings to different locations because each place has its own logic that creates unique features and the confrontation of these, identities are established. The objective of this study is to present the place, the lived space; understood here as the place to which the individual feels of belonging; as a geographical concept that allows explain the context and establish relationships that reflect positively in the teaching-learning process. The use of participatory methodological practices, which supply fragmentation and stimulate the otherness, allows a greater understanding of the different groups and cultures. From the representations of the place we can give students the establishment of an identity with the contents. In the proposed study, it was observed that the teacher can and should use the "lived space of the students" to provide knowledge of their reality and work learning of geographical science.