Landscape and Teacher Education

Analysis of the “Education through Landscape” Project

Abstract

Context: This article analyzes how the landscape category was didactically mediated in activities developed within the Education through Landscape project, investigating the extent to which these mediations articulated sensitivity, interpretation, and spatial problematization, as well as their epistemological and pedagogical implications for Geography teaching in basic education. Methods: The research, of a qualitative and interpretative nature, is based on the analysis of didactic productions prepared by teachers and developed with students throughout the school year, such as texts, drawings, and visual narratives. Results: The results indicate relevant shifts from predominantly descriptive approaches to more relational and contextualized readings of landscape, while also revealing the persistence of epistemological obstacles, especially those associated with naturalized, aestheticized, or fragmented conceptions of space. Progress is observed in the articulation between form, function, and meaning, although limits remain regarding the explicitation of historicity, conflicts, and power relations inscribed in the landscape. It is concluded that the analyzed didactic pathway operates as a powerful pedagogical mediation device, but whose explanatory and critical potential depends on teacher training capable of explicitly confronting such obstacles and promoting reflexive re-elaboration of educational practices.