Theory and Method in Research in Geography Education: foundations, approaches and perspectives

Abstract

Research in the field of Geography Education is situated at the interface between
geographical science and education. In this sense, this work aims to discuss the theoretical and
methodological foundations that guide investigations in this area, highlighting the specificity of the dialogue between geographical categories and educational theories. The central problem is to identify
which methodological approaches emerge from these studies. To answer this, a qualitative, exploratory
literature review was conducted, with a corpus composed of books, theses, and articles selected from
Google Scholar, SciELO, and BDTD. The concepts of theory and method, the main methodological
approaches (quantitative, qualitative, participatory, and collaborative), the role of school subjects in the
production of knowledge, and the necessary articulation between theoretical frameworks and
investigative procedures were addressed. Finally, the challenges and perspectives for the area are
discussed, reaffirming the school as a legitimate space for the production of knowledge and research
as a bridge between the university and the daily life of the school. It is concluded that the dialectical
articulation between theory and method and the valuing of school subjects are indispensable conditions
for rigorous and socially relevant research, although the challenge of building solid bridges between
academia and basic education persists.