Resumen

PRIETO, María Natalia  y  LORDA, María Amalia. Methodological proposal to address environmental issues as programmatic content in teaching geography. Rev. Univ. geogr. [online]. 2012, vol.21, n.1, pp. 11-30. ISSN 1852-4265.

Teaching geography in an attractive and motivating way implies asking questions about the focus on theoretical frameworks and methodologies to deal with different issues. While the school does not teach geographic or academic science which is built into universities and scientific institutions, the didactic transposition process can ignore neither the scientific discourse nor the recent epistemological approaches to science, since not only does it give the support and identity to geographical science, but it also helps to communicate geography contents critically. This paper aims at clarifying the meaning of certain basic concepts involved in teaching environmental issues contents in order to help develop a proper geographical school discourse. Within the framework of constructivism, this paper presents innovative methodological approaches that motivate students' active participation; situations which allow the construction of knowledge, bringing theoretical concepts and hands-on experience together, to actively engage young people in a complex reality. Therefore, it is proposed an active methodology to address environmental problems through, in this case, a role-play.

Palabras llave : School content; Environmental issues; Active methodology; Geography teaching.