THE DECOLONIAL PERSPECTIVE OF SCHOOL GEOGRAPHY AND THE CONSTRUCTION OF KNOWLEDGE IN BASIC EDUCATION FOR THE AUTONOMY OF SCHOOL STUDENTS

Abstract

The teaching of Geography at school has made advances in the last three decades, which consolidates School Geography as an original creation in Basic Education, aimed at reading the world and analyzing spatial reality by students. Thus, the present article aims to add to the discussion of geographic reasoning, following decolonial epistemological assumptions, spatially located in the Geographic South, precisely Latin America, and present the proposal for decolonial geographic reasoning. It is understood that the coloniality of power still manifests itself in social structures, including formal school and geographic education. Therefore, the article followed the path of bibliographical research with authors who deal with Latin American Decolonial Studies, Counter-Hegemonic Popular Pedagogy, School Geography and Geographic Reasoning. The structure allows us to identify an open space for teachers in initial or continuing training to expand their epistemological repertoire, in order to contribute more incisively to Geography teaching designed so that in the social spaces of development with subordinated students, the possibilities of a space and a future are open to be built autonomously and consciously of collective life for social transformation.