The didactics of geography within a conceptual field of pedagogy: tensions and bifurcations.

Abstract

From different places and positions is now accepted that the teaching of geography is undergoing a severe crisis in relation to education , crisis in the “what” , the “how “ and the “why “ and suffers a loss of identity. today the teaching of geography as a field of its own independent reflection integrated educational practices is mediated by the ability to integrate a problematic fields , extensive discussions with other specific teaching with general teaching and the broad spectrum of social Science and Teaching . Additionally, the teaching of geography requires circumvent extensive discussions on relations with maintaining the pedagogy and education. Debates of all these enormous complexity , ambiguity and especially at a time when the social field seems adsorb the existence of geographically . Amid these unresolved discussions and in many cases not initiated, it is thought by geography history of school subjects on the one hand and on the other integrated into the teaching of the social sciences. This article tried to approach the status of this discussion , and the tensions generated by these forces within the field of education