CONCEPTUAL RUPTURES IN SCHOOL GEOGRAPHY: PEDAGOGICAL INTERVENTION AS A PATH TOWARD INTEGRATED GEOGRAPHIC REASONING

Abstract

This study analyzes the persistent dichotomy between Physical Geography and Human Geography in the educational environment, investigating its impacts on teaching fragmentation and the loss of practical meaning for students. The general objective focused on reflecting on the relevance of bringing the geography of nature, or physical geography, closer to the reality of students through a contextualized pedagogical action capable of clearly differentiating climate elements and factors. The methodology, based on an empirical and qualitative approach, was structured from the previous application of a diagnostic evaluation to identify conceptual gaps. The sample universe was limited to first-year High School classes at Escola Plena Pindorama, conducted under strict ethical standards of confidentiality and preservation of the participants' identity. The results achieved with the development of the pedagogical intervention evidenced the overcoming of the diagnosed learning difficulties and the conversion of conceptual obstacles into real learning opportunities, attenuating the superficiality with which the subject was previously assimilated. It is concluded that rescuing the category of spatial totality and deconstructing historical positivist dualities in teaching practice are indispensable to mitigate fragmented teaching, validating pedagogical intervention as an essential instrument that enables students to consolidate full geographical reasoning and allows the teacher to constantly and critically review their educational praxis in everyday school life.