How to educate in transversality without losing direction. Teacher training in Geography as a space for teaching and learning

Abstract

Current educational contexts renew disciplinary and didactic challenges, in this sense the planning of teaching proposals based on transversal problems/topics invites us to ask ourselves about the methodologies in the teacher training of Geography Teachers. In this article we intend to focus on the devices of teacher training to introduce transversality. Enabling strategies that accompany practices from this approach opens the way towards a social and critical Geography from a human rights perspective. The attributes that characterize geographical science such as multidimensionality, multiperspectivity and multiscalarity enable didactic and pedagogical dialogue with theoretical-conceptual categories from different disciplines that favor other ways of teaching. When planning teaching from transversality, questions arise that will only be answered in the experiences of teaching practice. Concern about these topics, which in some cases are controversial, require special treatment in classrooms. For this reason, the Geography Teaching Residence of the National University of La Pampa, from our role as trainers, constitutes a privileged space to deploy different strategies to learn to teach them from current theoretical, methodological and normative approaches that promote transversality without tolose course.