WHAT FACE DOES GEOGRAPHY TEACHING HAVE?
Although the discussions about Geography Teaching are not new in Brazil, the relevance and diversity of its themes and analyzes are easily perceived. However, it is possible to perceive an abstraction in front of the faces that make the teaching-learning processes in Geography, disregarding the wor...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal Fluminense (UFF) |
| Repositorio: | Ensaios de Geografia |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/52879 |
| Acceso en línea: | https://periodicos.uff.br/ensaios_posgeo/article/view/52879 |
| Access Level: | acceso abierto |
| Palabra clave: | Estudos Queer Interseccionalidade Gênero Sexualidades Raça Queer Studies Intersectionality Gender Sexualities Race Estudios Queer Interseccionalidad Género Raza |
| Sumario: | Although the discussions about Geography Teaching are not new in Brazil, the relevance and diversity of its themes and analyzes are easily perceived. However, it is possible to perceive an abstraction in front of the faces that make the teaching-learning processes in Geography, disregarding the work with the differences in the production of space, including the school space. Thus, the present paper aims to reflect to whom we teach Geography in our schools. To this end, I promote a dialogue between queer studies and intersectionality in order to question the possibilities of the geographical doing that we build through the spatial practice of our existence: corporeity. Therefore, from an intersectional queer perspective and beyond the issues of gender, sexualities and race, it is essential to rethink the Geography Teaching that allows us to travel through other horizons, destabilizing barriers and crossing borders. |
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