Abstract:

Geography didactics and teaching practice education at the Universidad Nacional del Sur is conceived as a complex unfinished process of personal construction of knowledge, in which reflective analysis is its structuring action. The Geography didactics and teaching practice class is presented as knowledge to be constructed, which allows for the relation between Geography as an academic science and Geography as a discipline within compulsory secondary school education, though the connection of the different components which are at play in the teaching-and-learning process and epistemological support, a key nexus in the process. One of the teaching aims of the class is to promote – through concrete actions – a process which favors the positioning of the teacher-to-be as “author and protagonist” of the teaching of Geography, and not merely as the applier or receiver of action designs and guidelines devised by other actors, many of whom are foreign to the classroom. In connection with this objective, the importance of designing Geography contents for secondary school education is deal with by means of different didactic proposals, ranging from theoretical foundation treatment to practice. In this way, what we try to do is build and strengthen students’ conscious, well-supported thought by means of which they can be enabled to make decisions and organize the teaching and learning task.

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