THE GEOGRAPHICITY OF DAILY LIFE AS A SCIENTIFIC-DIDACTIC CATEGORY TO TEACH AND LEARN AT SCHOOL
In the context of education, daily life is frequently pointed as a reference as content, because it is applied in the conceptual knowledge, and as a link in the pedagogic measurement due to its articulation with the relationships built by the individuals at school. This claim refers to the importanc...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Revista Signos Geográficos |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/60733 |
| Acceso en línea: | https://revistas.ufg.br/signos/article/view/60733 |
| Access Level: | acceso abierto |
| Palabra clave: | Geografia categorias geográficas categorias científico-didáticas arquitetônica espaço-temporal Geography geographic categories scientific-didactic categories space-time architectonics Geografía categorías geográficas categorías científico-didácticas arquitectónica espaciotemporal |
| Sumario: | In the context of education, daily life is frequently pointed as a reference as content, because it is applied in the conceptual knowledge, and as a link in the pedagogic measurement due to its articulation with the relationships built by the individuals at school. This claim refers to the importance of theoretically configure the notion of daily life. This is what we devote ourselves to achieve in this text by means of supporting it to the geographic space. We propose that daily life can be understood and assumed as a scientific-didactic category in the field of Geography, by its implication to the space and to the geographic science, and because it sets as a device to concepts and knowledge learning in different areas of expertise. Therefore, the objective of this paper is to understand the geographic dimension of daily life, which is sustained as a scientific-didactic category serving as ways to know and think connected to the geographic space. Setting as a theoretical essay, the research allows us to infer that daily life is a device to the systematic learning, it is grounded in scientific-didactic assumptions in Geography, thus it is important to recognize it while space-time architectonics designed by individuals and the dialog as a methodological possibility in classes. |
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