The concept of landscape in geography: from its genesis to the classroom

Abstract

The landscape is configured as a present and essential object for the human being in its geographical location, however this concept is not explored in its entirety, including in the spaces of learning. Thus, in general, the landscape is attributed only the synonym of visual appeal with superficial characteristics associated with structures that pleases the patterns of natural beauty. In this work we highlight the landscape as a visual representation of the structure of the socio-environmental space. As methodology, we applied a theoretical-qualitative analysis of bibliographic and documentary nature, investigating articles, books and normative documents, from the perspective of authors such as Ab'Sáber (2003), Freire (2021), Santos (2008), Serpa (2021), probing the epistemological aspects and the process of formation of the concept of landscape, as well as analyzing how the operationalization of this concept in basic education takes place, which developed tied to human actions until it was systematized together with geographic science. We investigated some teaching materials in order to verify how the concept of landscape is approached in school books and how the contents are distribution. We analyze the documents that govern basic education and its guidelines, pointing out possible negligence regarding landscape and geography teaching, as well as the positive aspects. We formulated critical analysis linked to orientations, suggestions and clarifications about the concept in question, focusing on pedagogical didactic practices, on the dynamics of the classroom with the use of the landscape in the methodological theoretical contribution in geography classes, seeking to contribute to the expansion and development of geographic knowledge.