GEOGRAPHICAL REASONING ABOUT THE PLACE AND THE LANDSCAPE IN EFA DOM FRAGOSO

Abstract

Thinking about the meaning of teaching and learning geographically is fundamental to understand the dimensions of reality and has to do with the way we look at the world, the perceptions we build when we teach Geography. The article discusses the results of a work carried out at Agricultural Family School (EFA) Dom Fragoso, sharpening our lenses to analyze how we are reasoning geographically, for this we are highlighting that three dynamics were carried out in Geography classes with the 1st and 2nd grades of 2022 in order to understand this construction. We bring as examples the three dynamics that were: The drawing of sketches of the communities, the mental map and the photograph, which help in the construction of a geographical reasoning. The work was carried out through a qualitative approach, which will allow a significant understanding of what is proposed. In dialogue with this work, we highlight the following authors, CALLAI (2005), CAVALCANTI (2019), GUSMÃO (2021), STRAFORINI (2018). We can conclude that reasoning geographically starts with a school work and remains for life, this is what should to think about doing in the classroom: an everyday, spatial, planned Geography that dialogues with a consistent theoretical and practical bases.