A prática docente do professor de geografia na contemporaneidade

Abstract

The teaching of Geography is part of a broad debate that, while not necessarily new, remains very current, as it brings up questions of the pedagogical centrality of geographic knowledge. This discussion does not only involve the epistemological aspects and theoretical-methodological assumptions that seek to support the bases of geographic science, but also encompasses the process of building teaching practice and professional identity in Geography. However tteaching geography in the current context requires a set of specifications that go beyond the mere transfer of information. From this starting point, we address the following question: how to stimulate creativity in the practice of teaching geography at school today? To carry out the construction of knowledge, it is necessary to reflect on teaching and learning, taking creativity into account, so that student participation increases and their skills develop. It is considered that the teacher's task is to stimulate the student's development through strategies that take into account their active participation, whose objective is greater attention, communication and awareness in geography classes. This process requires creativity, innovative and up-to-date methods, innovation, experience exchange, network sharing, and use of technical resources, integrated theory and practice, activities that take into account the student's reality.