Spatial-temporal trajectories: teaching performance in the historical-geographical context

Abstract

Space and time are dimensions worked on in Geography and History as contents that demand constant reflection and importance in the way they are used, especially when analyzed through the need for adequate teaching and learning. We propose to present our context of teaching related to the application of both sciences in the training of undergraduate and bachelor's degree students of the Geography course at the Faculty of Science and Technology - Universidade Estadual Paulista (FCT/UNESP) - Campus of Presidente Prudente/SP. Our perspective is to offer a vision on how to dialogue with both in a teaching and learning context with the objective of qualifying students for a classroom performance that allows them to work with space and time together, with their fully didactic forms and contents. Thus, the objectives worked on are intended to present the dialogic element that exists between Geography and History and their didactic-pedagogical capacity, in addition to discussing the importance of geographic and historical sciences in the context of teaching and learning, verifying the theoretical breadth that both sciences have, relating the geographic context with the historical analytical capacity and presenting didactic contexts that allow reflection on the theme discussed. Geography and History are sciences that come together in the possibility of an expanded reflection on contemporary themes, allowing the construction of geographic space with historical temporality that allows us to understand a situation in its entirety, allowing the observation of a didactic-pedagogical potential in a formative context. To this end, we will present the activities, contents, approaches and themes that were worked on within the scope of the disciplines of Contemporary History, History of Brazil and History and Social Movements taught within the scope of the initially indicated course. As a result, we will present the materials produced by the students, as a way of discussing the perspectives addressed and the development carried out by each of them in the context of the disciplines in question. We will think about the proximity between Geography and History and reflect on how didactics can act in terms of understanding the teaching-learning process as a constant, necessary and potentially constructive construction in teacher training. Aligning space and time, dimensions worked on respectively in the sciences presented, means being able to broaden the analytical framework on contemporary dimensions and being able to position oneself didactically on them, bringing appropriate training content.