Assumptions About Geographical Physical Components in Initial Years and the Teacher's Role in the Teaching and Learning Process of the Contents

Abstract

This work is consubstantiated in the reflection on the world reading, during the construction of the knowledge of the students in the Beginning Years. To enable schoolchildren to recognize the environment in which they interact, coexist and grow, are some prerogatives for physical elements to be able to compose citizenship formation, to enhance and favor geographic reasoning. The objectives of this work are based on analyzing the reading of the world, so that the contents of the physical elements of Geography become relevant for the students who learn them. We believe in the potentiality of teaching these contents, starting with the reading of the world, since it precedes the reading of the word. It is also in this text, to discuss issues related to the teaching of Geography and teacher training, in order to understand how the contents are mobilized with reference to reality.