We Propose! and the learning of criticality in dialogue with GeoCapabilities

Abstract

The historical hallmarks of Geography teaching - characterized by an informative and explanatory approach to static content, often detached from the reality of individuals and places - as well as the attribution of centrality sometimes to the student, sometimes to the teacher, still pose challenges for Brazilian schools. Faced with this problem, we examine the international Project "We Propose!" and the possibilities for building critical authorship implied in its principles and actions, especially in experiences developed in Basic Education. This reflection leads us to the following question: how can the “We Propose!” Project contribute to the development of learning guided by emancipatory criticality? The objective of this study is to discuss the relevance of learning criticality in the school context, enhanced by the development of the “We Propose!” Project, in conjunction with discussions on GeoCapabilities. The methodology consists of a theoretical essay, based on bibliographic references, especially in the fields of Education and Geography. Throughout the text, we highlight the challenges of critical-emancipatory Geography teaching, discuss the notion of criticality in dialogue with the development of geographical capabilities, present reflections on research related to Geography education, and finally affirm possible paths toward the construction of territorial citizenship.