The units of terrestrial relief as abstract components of nature in the teaching of school Geography: a look under the textbook

Abstract

This article provokes reflections about a content based on nature, understood as complex for the fundamental teaching of Geography (final years). The idea of ​​this article arose from the concern that many of the contents referring to the physical-natural components occur in spatial and temporal scales, difficult to be accessed and reproduced, requiring, therefore, from the student, higher levels of cognitive operations on such phenomena. In order to do so, in order to organize this article, the content cut for analysis was outlined on the theme of terrestrial relief units, for the 6th year of elementary school in Geography (final years). As a methodology, a qualitative analysis was adopted, where, pre-established criteria were created to analyze four textbooks in relation to the topic addressed. The choice for the textbook is justified, since, even today, it refers to the didactic resource most used by students and also teachers. As a result, we pointed out contributions that aim to improve the present theoretical and visual resource for the student. It is important to highlight that currently, this discussion is being more in-depth and detailed in a doctoral research. Furthermore, aiming at greater contributions to the teaching of Geography, it is suggested for future work, the application of this analysis proposal in other geographic contents.