Teaching resources in geographic education – challenges in teaching and learning in the cyberspace age

Abstract

The challenge of making the teaching and learning process stimulating for students and teachers involves generating structural and intellectual conditions aimed at producing teaching resources, which can meet the principle of pedagogical mediation defended by Vygotsky, and also the idea of didactic transposition, proposed by Chevallard. Once the teacher has adequate working conditions, with a workload, number of students and salary compatible with the responsibilities he has, and is equipped with technical and intellectual conditions to transform scientific knowledge into teaching resources (teaching objects), he will be able to create different alternatives for teaching and learning, which make the student capable of creating and reproducing models and analogue resources that will qualify the understanding of different geographic themes, and will also provide counterpoints to the technological avalanche that has been trying to invade schools. The methodology used in this work was Literature Review, for the conceptual structuring of the problems and solutions presented here. The results indicate that, although in recent years there has been a multiplication of studies recommending the “adaptation of content to the student's reality”, especially via the National Common Curricular Base (BNCC), teachers do not have the training or structural conditions to fulfill the requirements satisfactorily with this recommendation. The text ends by indicating the need to, firstly, improve the general working conditions of teachers, and then provide teachers and schools with basic working conditions and qualifications to enhance teachers' creativity in proposing and implementing resources that will enable pedagogical mediation through didactic transposition.