O ENSINO DE GEOGRAFIA E A (DES)CONSTRUÇÃO DO ORIENTE: superando o pensamento concreto

Abstract

The present work addresses the concern of the Geography teacher in inciting the student to reflect on his space and to overcome concrete thinking. From this perspective, we sought to measure how Chinese society continued, in a pandemic context, to promote investments in transport internally and externally. To this end, we focus on the elucidation of some questions in relation to the theme, such as China's behavior in the face of pandemics, the different external aggressions suffered and the impacts of such episodes on its productive park. The methodological procedures were based on literature review and analysis of data available from different sources. The results suggest the importance of the mediation of the Geography teacher for the understanding of issues related to the structuring of the geographic space. In addition, we provide a proposal for a didactic sequence aimed at addressing the highlighted theme, in the scope that the strategic connection of activities can subsidize the teaching-learning relationship of the investigated phenomenon.