Youth and physical-natural components in Geography education: proposal for a didactic mediation pathway grounded in the IPEGEO methodology

Abstract

This article analyzes the relationship between youth and physical-natural components within the scope of Geography Education, based on the understanding that such components are intertwined with geographical lived experiences. The objective is to discuss the relationship between youth and physical-natural components in Geography teaching, from a critical perspective on how these elements intertwine in the constitution of youth spatialities. The text is organized into two axes: (i) theoretical-conceptual contributions to the understanding of the category of youth within the field of Geography; and (ii) the proposition of a didactic mediation pathway for addressing climate change in school, articulating youth and physical-natural components. A qualitative approach is adopted, guided by a dialectical perspective, grounded in bibliographic review and theoretical-methodological reflections that articulate Geography Education, Geography of Youth, and debates on physical-natural components. The study highlights aspects of the relationship between young students and lived Geography through different forms of learning. Finally, it reaffirms the importance of considering youth in the approach to physical-natural components, recognizing their spatial practices as central to an integrated, critical, and dialectical geographical understanding of the world.