Considerations on the contributions of history teaching to the project “We Propose! citizenship and innovation in geographic education”

Abstract

The teaching of History and Geography in Basic Education carries significant responsibilities regarding students’ learning of the knowledge historically accumulated by humanity. Thus, by studying the past and the Society-Nature relationships that shape geographic space, students may develop a powerful understanding of a given social reality and, consequently, the ability to read, interpret, and intervene in the world, using tools provided by the curricular components of History and Geography. In this sense, the present study aims to identify and analyze the contributions of historical concepts learned in History education to the development of a Geography teaching project titled “We Propose! Citizenship and Innovation in Geographic Education.” This project positions students as leading agents and producers of geographic knowledge based on their everyday lived spaces. Given this context, it is essential to understand how historical concepts support the development of this international project. The research adopts a qualitative approach and consists of a literature review focused on concepts such as Historical Consciousness, Interdisciplinarity, Local History, and Memory. In addition, we provide an authorial reflection on the relationship between these concepts and possible pedagogical practices during the stages of the project. As a result, we offer reflections and propose a conceptual framework that highlights certain potentialities of School History and Geography regarding citizenship education. Such education, understood as conscious, critical, and creative, underscores the “We Propose! Citizenship and Innovation in Geographic Education” project and its past and future actions within research, teaching, and outreach, with a focus on Basic Education students.