EXPERIENCING AND TEACHING – A PEDAGOGICAL EXPERIENCE WITHIN THE SPECIFIC DIDACTICS OF GEOGRAPHY

Miguel Castro

Abstract


In this paper, we present a pedagogical experience with future teachers of the 1st Cycle of Basic Education and kindergarten, with the objective of introducing spatial and geographical concepts in their levels of education. We have based our practice on Kieran Egan's stages of children cognitive development, and on a spatial approach, which states that relationships between space and man are established when positive experiences occur in them. The significant experiences that happen in a given location allow the understanding of the geographic reality and of the concepts and contents of this science. The experiment was structured in two phases. In the first one, the future education professionals carried out activities as if they were the pupils. The activities took advantage of local resources (both material and immaterial), such as historical heritage sites. In those places, the students felt the difficulties that the children might have in the activities. Thus, the future teachers could adapt their activities to the age level they would work with. In a second moment, in professional practice, the students carried out some of the activities that aim at the understanding of space through significant experiences in the places where the pupils went: games and activities oriented to interiorize the geographical contents. The success of these experiences is presented and the results are discussed and sustained through the testimonies of the teachers and pupils.

 

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geography; significant experiences; space / child affective relations; early childhood education and 1st cycle of basic education

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References


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