O ensino de geografia paga tributo à escola nova?

Abstract

The article analyzes the possible implications of the pedagogical movement known as Escola Nova in Geography teaching, in an attempt to answer the following question: how do these discourses work? The discussion is developed based on some concepts and theoretical refe-rences underlying both the Escola Nova and the teaching of Geography, trying to a) problematize the foundations under which the premises of the Escola Nova were built; b) connect them to the sayings and the making of articles on Geography teaching from the middle of the last century; c) to show, with all this, that perhaps the understanding of the discourse of school Geography, in the contemporaneity, would pass closely by the analysis of the active pedagogies and participatory methodologies present in the Escola Nova.