Artesanias Geográficas

This article seeks to reflect on Didactics and teaching practices in School Geography. Based on the presentation of two end-of-course surveys, we seek to understand how immersion in public schools together with the Pedagogical Residency Program makes it possible to give new meaning to teaching practices in School Geography beyond a school monoculture. We start from Vera Candau’s notion of didactics and school monocultures as a way of activating the creation and invention of geographic crafts, in dialogue with the engaged pedagogy of bell hooks and Paulo Freire. The methodology used was cartography as a post-critical research perspective in education when monitoring pedagogical processes in schools, through participant observation, the keeping of diaries, analysis of Geography curriculum and textbooks, in addition to proposing workshops on socio-environmental conflicts and urban perception. This methodological tool created as a means of problematizing curricular absences and the hegemonic ways of teaching Geography in schools. During the stay in the Pedagogical Residency Program, teaching and research practices in geographic education are built that prioritize more the ways and means of pedagogical practice, such as the composition of exercises of attention to the world, opening spaces for inventiveness and the construction of insurgent grammars in School Geography.