Teaching knowledge and geographic education: possible dialogues

Abstract

Based on theoretical assumptions about teaching knowledge and geographic education, it is proposed the following question, to be considered in this essay in a theoretical bias: are there relationships between teaching knowledge and the effectiveness of geographic education in the basic education? The interpretation of the consulted bibliography suggests yes. Aiming to reflect about the possibilities of contributions on the teaching knowledge to improve geography teacher’s performance, towards the effectiveness of a geographic education, this text contemplates: the association about notion of knowing to the idea of requirement of rationality; the professionalization of teaching to the knowledge explanation of pedagogical action; conceptual construction in the geographic education; and the interfaces between teaching knowledge, geographic education and the notion of relationship with the knowledge.