The geography and its teaching in the school area

Abstract

Currently, the teaching of geography in school in Colombia has been presenting a series of problems that allow establishing fractures or dichotomies between career geography, typical of the university environment, with respect to school geography and its teaching. In this context, some scholars have identified such shortcomings associated, first, with the type of vocational training received by teachers; second, that those in charge of developing curricula consider geography to be of little relevance, and third, the weak cohesion between fields of research, school geography and academic geography. This article intends to show the disjunction between the teaching of geography and career geography, from a literature review of several national experts in this subject accompanied by field work conducted by six social sciences teachers: who are responsible for four educational institutions in the city of Santiago de Cali, were interviewed in order to know the aspects as they developed concepts in class, their methodologies, and difficulties in teaching geography. This work allowed not only to identify gaps, but also to establish methodological possibilities to interrelate university geography with school geography.