The importance of sense in geography lessons: possible ways for a recognition between the subject and the world D

Abstract

The present work has as its theme the importance of presence, or not, of sense in the classes of Geography. Our analytical delimitation is based on the relation of sense as a facilitator or not of the teaching-learning process in Geography. The investigative path employs the Complexity Paradigm (Morin, 2011) as a challenge for understanding the world based on Qualitative Research techniques. The search has as initial preoccupation the study of the concept of sense in order that we have epistemological clarity to seek approximations with the demands of the area of the teaching of Geography. From this, we problematize the challenges that we find in classrooms, the proximity that this science can possess with the study of sense and investigate the possibilities that favor better attribution of the same by the students