SCIENTIFIC CULTURE IN GEOGRAPHIC EDUCATION:

enhancing Geographic Reasoning

Abstract

The purpose of this article is to present arguments about the development of geographic reasoning and its role in improving the teaching and learning of school geography. We open the article by presenting theoretical conceptions and methodologies of Geographical Science, based on the ideas of classical authors in search of legitimizing the existence of a certain modus operandi in geographical practice that underpins geographical reasoning. In the discussions that follow, we contextualize the importance of developing geographic reasoning and the presence of scientific culture in Geography classes, from the perspective of scientific literacy. We conclude that geographic reasoning must be understood as a process that cognitively stimulates a complex way of thinking and analysing reality so that the geography curricular component at school can be improved, both from the point of view of student interest and its importance in the curriculum.