Training internship: Harbinger of a curriculum of the future for the training internship of Geography teachers

Abstract

Geography since its institutionalization as science seeks a spatial analysis considering the connections between phenomena and the relationship of general and phenomena. Thus, the professional in this area who is dedicated to education should develop in his training reading conditions and interpretation of the geographic space, since the world in which the student lives directly interferes in the educational context. In its initial formation, the Curricular Internship is a moment conducive to the development of these skills, since it is possible to analyze in this context the socio-spatial relations in the school environment, articulated to geographic and pedagogical knowledge. Therefore, it is necessary that the actions performed therein are based on the perspective of geographic theory, because it is it that allows the understanding of the totality of the phenomenon. The Internship is a privileged moment for the articulation of knowledge, which implies that didactic pedagogical elements should be considered from the perspective of disciplinary knowledge. Based on these considerations, this article presents a proposal for a Curricular Internship in Geography with the potential to develop both didactic skills and conditions to understand contemporary socio-spatial dynamics.