La construcción de pensamiento crítico en el aula de geografía escolar

Abstract

Algumas decadas atras, da retorica, um dos objetivos mais importantes perseguidos pela tarefa educacional, tanto na literatura cientifica quanto nas politicas publicas e os planos dos professores, e treinar os cidadaos na escola que desenvolvem capacidade critica. No entanto, existem poucas situacoes em que o pensamento critico e explicado, onde e investigado em seus propositos, limites e suas formas de construcao e apreensao. A geografia, como ciencia social, toma essa responsabilidade e apela a este proposito formativo permanentemente, mas muito raramente sao as estrategias didaticas que levam a sua realizacao na sala de aula. Este artigo propone um trabalho de pesquica teorico-pratica realizado sobre a geografia critica pese a que represente as diferentes formas que a geografia pode adotar como construcao pedagogica. | A few decades ago, from the rhetoric, one of the most important objectives pursued by the educational task, both in the scientific literature and in public policies and teacher plans, is to train citizens in schools that develop critical capacity. However, there are few situations in which critical thinking is explained, where it is investigated in its purposes, limits and its forms of construction and apprehension. Geography, being a social science, picks up this responsibility and appeals to this formative purpose in a permanent way, but very rarely it is deepened in the didactic strategies that lead to its achievement in the classroom. In this article a work of theoretical-practical investigation on the criticism in the school geography is carried out to generate a base on which the different forms that the critic as a pedagogical construction can be represented are represented.