Geography and Education: an epistemological discussion

Abstract

A research on Geography teaching at schools in Brazil has strengthened in recent decades and revealed the importance of rethinking the educational practices developed so that they become significant, in fact, to the learning subjects. In this sense, it starts from the perspective that merely methodological discussion is not sufficient. It is necessary to consider the stakes of teaching. Thus, this paper presents a theoretical reflection concerning the teacher's epistemology, and it focuses mainly on Fernando Becker, who distinguishes the pedagogical and epistemological models of Education. It is considered that, in addition to a review of the pedagogical model adopted by the teacher, it is essential an epistemological criticism. Therefore, rethinking teaching practices in Geography requires an epistemological discussion and presupposes training for reflective and research teachers.