Necessary approach to theoretical basics of the teaching-learning process of the school Geography

Acercamiento necesario a las bases teóricas del proceso de enseñanza-aprendizaje de la Geografía escolar

Abstract

Points of view of several authors with different criteria about the didactics of Geography are verified, which allows assuming epistemological positions based on the systematization of diverse conceptualizations in correspondence with the demands of Cuban society and the requirements of continuous improvement consistent with The objective of this article, focused on: declaring the theoretical-methodological foundations of a didactic conception of school Geography, as support for the professional performance of teachers who teach this discipline within the framework of the third improvement of the National Education System. Essential ideas contained in the theoretical foundations of research and projects carried out at the Central Institute of Pedagogical Sciences and the Enrique José Varona University of Pedagogical Sciences are included, which enrich the proposal. The search was characterized by the dialectical materialist approach, as a general method of science, which facilitated deepening the teaching-learning process of school Geography, through various methods, both theoretical and empirical, which allowed determining the foundations for the didactic conception. of this discipline under developing conditions.