How to educate in transversality without losing direction. Teacher training in Geography as a space for teaching and learning
Current educational contexts renew disciplinary and didactic challenges, in this sense the planning of teaching proposals based on transversal problems/topics invites us to ask ourselves about the methodologies in the teacher training of Geography Teachers. In this article we intend to focus on the...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Instituto de Geografía "Romualdo Ardissone", UBA
2025
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| Materias: | |
| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/RPS/article/view/15538 |
| Aporte de: |
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I28-R261-article-15538 |
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Universidad de Buenos Aires |
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Punto Sur |
| language |
Español |
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Artículo revista |
| topic |
GEOGRAPHY. TEACHER TRAINING. PLANNING. TRANSVERSALITY. STRATEGIES GEOGRAFÍA. FORMACIÓN DOCENTE. PLANIFICACIÓN. TRANSVERSALIDAD. ESTRATEGIAS GEOGRAFIA. FORMAÇÃO DE PROFESSORES. PLANEJAMENTO. TRANSVERSALIDADE. ESTRATÉGIAS |
| spellingShingle |
GEOGRAPHY. TEACHER TRAINING. PLANNING. TRANSVERSALITY. STRATEGIES GEOGRAFÍA. FORMACIÓN DOCENTE. PLANIFICACIÓN. TRANSVERSALIDAD. ESTRATEGIAS GEOGRAFIA. FORMAÇÃO DE PROFESSORES. PLANEJAMENTO. TRANSVERSALIDADE. ESTRATÉGIAS Leduc, Stella Maris Acosta, Melina Ivana How to educate in transversality without losing direction. Teacher training in Geography as a space for teaching and learning |
| topic_facet |
GEOGRAPHY. TEACHER TRAINING. PLANNING. TRANSVERSALITY. STRATEGIES GEOGRAFÍA. FORMACIÓN DOCENTE. PLANIFICACIÓN. TRANSVERSALIDAD. ESTRATEGIAS GEOGRAFIA. FORMAÇÃO DE PROFESSORES. PLANEJAMENTO. TRANSVERSALIDADE. ESTRATÉGIAS |
| author |
Leduc, Stella Maris Acosta, Melina Ivana |
| author_facet |
Leduc, Stella Maris Acosta, Melina Ivana |
| author_sort |
Leduc, Stella Maris |
| title |
How to educate in transversality without losing direction. Teacher training in Geography as a space for teaching and learning |
| title_short |
How to educate in transversality without losing direction. Teacher training in Geography as a space for teaching and learning |
| title_full |
How to educate in transversality without losing direction. Teacher training in Geography as a space for teaching and learning |
| title_fullStr |
How to educate in transversality without losing direction. Teacher training in Geography as a space for teaching and learning |
| title_full_unstemmed |
How to educate in transversality without losing direction. Teacher training in Geography as a space for teaching and learning |
| title_sort |
how to educate in transversality without losing direction. teacher training in geography as a space for teaching and learning |
| description |
Current educational contexts renew disciplinary and didactic challenges, in this sense the planning of teaching proposals based on transversal problems/topics invites us to ask ourselves about the methodologies in the teacher training of Geography Teachers. In this article we intend to focus on the devices of teacher training to introduce transversality. Enabling strategies that accompany practices from this approach opens the way towards a social and critical Geography from a human rights perspective.
The attributes that characterize geographical science such as multidimensionality, multiperspectivity and multiscalarity enable didactic and pedagogical dialogue with theoretical-conceptual categories from different disciplines that favor other ways of teaching. When planning teaching from transversality, questions arise that will only be answered in the experiences of teaching practice. Concern about these topics, which in some cases are controversial, require special treatment in classrooms. For this reason, the Geography Teaching Residence of the National University of La Pampa, from our role as trainers, constitutes a privileged space to deploy different strategies to learn to teach them from current theoretical, methodological and normative approaches that promote transversality without tolose course. |
| publisher |
Instituto de Geografía "Romualdo Ardissone", UBA |
| publishDate |
2025 |
| url |
https://revistascientificas.filo.uba.ar/index.php/RPS/article/view/15538 |
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I28-R261-article-155382025-09-10T16:26:34Z How to educate in transversality without losing direction. Teacher training in Geography as a space for teaching and learning Cómo educar en la transversalidad sin perder el rumbo. La formación docente en Geografía como espacio de enseñanzas y aprendizajes Como educar na transversalidade sem perder o rumo. A formação de professores em Geografia como espaço de ensino e aprendizagem Leduc, Stella Maris Acosta, Melina Ivana GEOGRAPHY. TEACHER TRAINING. PLANNING. TRANSVERSALITY. STRATEGIES GEOGRAFÍA. FORMACIÓN DOCENTE. PLANIFICACIÓN. TRANSVERSALIDAD. ESTRATEGIAS GEOGRAFIA. FORMAÇÃO DE PROFESSORES. PLANEJAMENTO. TRANSVERSALIDADE. ESTRATÉGIAS Current educational contexts renew disciplinary and didactic challenges, in this sense the planning of teaching proposals based on transversal problems/topics invites us to ask ourselves about the methodologies in the teacher training of Geography Teachers. In this article we intend to focus on the devices of teacher training to introduce transversality. Enabling strategies that accompany practices from this approach opens the way towards a social and critical Geography from a human rights perspective. The attributes that characterize geographical science such as multidimensionality, multiperspectivity and multiscalarity enable didactic and pedagogical dialogue with theoretical-conceptual categories from different disciplines that favor other ways of teaching. When planning teaching from transversality, questions arise that will only be answered in the experiences of teaching practice. Concern about these topics, which in some cases are controversial, require special treatment in classrooms. For this reason, the Geography Teaching Residence of the National University of La Pampa, from our role as trainers, constitutes a privileged space to deploy different strategies to learn to teach them from current theoretical, methodological and normative approaches that promote transversality without tolose course. Los contextos educativos actuales renuevan los desafíos disciplinares y didácticos, en este sentido la planificación de propuestas de enseñanza a partir de problemas/temas transversales nos invita a preguntarnos sobre las metodologías en la formación docente del Profesorado en Geografía. En este artículo pretendemos focalizar en los dispositivos de la formación docente para introducir la transversalidad. Habilitar estrategias que acompañen las prácticas desde este enfoque abre el camino hacia una Geografía social y crítica en perspectiva de derechos humanos. Los atributos que caracterizan a la ciencia geográfica como la multidimensionalidad, la multiperspectividad y la multiescalaridad habilitan el diálogo didáctico y pedagógico con categorías teórico-conceptuales de diferentes disciplinas que favorecen otros modos de enseñar. Al momento de planificar la enseñanza desde la transversalidad surgen interrogantes que solo tendrán su respuesta en las experiencias de la práctica docente. La preocupación sobre estas temáticas, que en algunos casos resultan controversiales, requieren de un especial tratamiento en las aulas. Por ello, la Residencia Docente del Profesorado en Geografía de la Universidad Nacional de La Pampa, desde nuestro rol de formadoras se constituye en un espacio privilegiado para desplegar diferentes estrategias para aprender a enseñarlos desde abordajes teóricos, metodológicos y normativos actuales que propicien la transversalidad sin perder el rumbo. Os contextos educativos atuais renovam desafios disciplinares e didáticos, neste sentido o planeamento de propostas de ensino baseadas em problemas/temas transversais convida-nos a interrogar-nos sobre as metodologias na formação docente de Professores de Geografia. Neste artigo pretendemos focar nos dispositivos de formação de professores para introduzir a transversalidade. A criação de estratégias facilitadoras que acompanhem as práticas desta abordagem abre caminho para uma Geografia social e crítica a partir de uma perspectiva de direitos humanos. Os atributos que caracterizam a ciência geográfica como multidimensionalidade, multiperspectividade e multiescalaridade possibilitam o diálogo didático e pedagógico com categorias teórico-conceituais de diferentes disciplinas que favorecem outras formas de ensinar. Ao planejar o ensino a partir da transversalidade, surgem questões que só serão respondidas nas experiências da prática docente. A preocupação com esses temas, em alguns casos polêmicos, exige tratamento especial nas salas de aula. Por isso, a Residência de Ensino de Geografia da Universidade Nacional de La Pampa, a partir do nosso papel de formadores, constitui um espaço privilegiado para implantar diferentes estratégias para aprender a ensiná-las a partir de abordagens teóricas, metodológicas e normativas atuais que promovam a transversalidade sem perder o rumo. Instituto de Geografía "Romualdo Ardissone", UBA 2025-09-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistascientificas.filo.uba.ar/index.php/RPS/article/view/15538 10.34096/ps.n13.15538 Punto Sur; No. 13 (2025): GEOGRAFÍA Y TRANSVERSALIDAD: PENSAR PREGUNTAS DE ESTE TIEMPO EN CLAVE DE ENSEÑANZA; 50-70 Punto Sur; Núm. 13 (2025): GEOGRAFÍA Y TRANSVERSALIDAD: PENSAR PREGUNTAS DE ESTE TIEMPO EN CLAVE DE ENSEÑANZA; 50-70 2683-7404 spa https://revistascientificas.filo.uba.ar/index.php/RPS/article/view/15538/15221 Derechos de autor 2025 Stella Maris Leduc |