Teaching knowledge and practices: potentialities of textual genres for teaching Geography

Abstract

Contemporary Geography Teaching, beyond the traditional descriptive methodologies, needs to articulate through different tools ways of consolidating contents. In this sense, this article proposes to discuss the possible approximations between Geography teaching and textual genres, assuming that these can be powerful methodologies to reinforce, problematize and consolidate content and learning in the classroom. To achieve this, it relies on the methodology of thematic Oral history (BOM MEIHY, 1996) seeking to collect narratives from a Geography teacher, with extensive experience in Elementary Education and in public and private institutions in the metropolitan region of Vitória (ES), who develops successful practices in this study area. This research is also based on Bakhtin (2006), which underlies what we understand by textual genres, and its polysemy. The findings of our research, share with authors such as Maciel (2015), Assis (2017), Oliveira (2016) and Paula (2018), explaining and confirming reflections about textual genres and their potential for teaching Geography. These authors work on different perspectives, but which reinforce the perceptions reported through dialogues with the oral narratives of our interviewee, and subsidizing us, before anything, to assert that establishing dialogues between Geography and textual genres is essential in the teaching and learning process in schools.