The epistemologies of teaching in Geography: between conceptions and didatic practices

Abstract

The present research is related to the theme "Geographical education and teacher training", and it aims at knowing the epistemological conceptions of Geography and Education that are based on the educational practices of Geography teachers and academics in the municipality of Pelotas, RS. The methodological path is constituted by bibliographic review, documentary research, and field research. It was adopted the technique of simple observation and interview by guidelines and the method of content analysis. The research revealed some epistemological pluralism in both the theoretical conceptions and the pedagogical action, so that there is not a single Geography and Education current about which the subjects are supported. It was also observed some variance between the epistemology of the practice of teachers and academics, which shows that it is necessary to rethink our conceptions from the study and to have constant dialogue between educators, either beginners or experienced.