Geography teacher: between the content study and the interpretation of the phenomenon's spatiality

Abstract

Brazilian educational system's reformation has the reorganization of scholar curriculum, and consequently, of the contents sustaining pedagogical practices, as a major point. It's important to say that these practices are elaborated by techers whose both initial and continued formation might not favor changes in their pedagogical actions. Curriculum propositions on Geography teaching renovation give the phenomenon spatiality a central role. This scholar discipline starts to equip students, both theorically and methodologically, to read the spatial organization. This work presents early evidences of the relation between the pedagocial knowledge of the discipline's content, interpretation of phenomenon's spatiality and the permanence of Geography classes dedicated to study spatial components, instead of spatial organizations interpretation.