Enseñanza geográfica y desarrollo barrial. Una mirada desde la Geografía social crítica.

Abstract

Spatial knowledge allows to revalue citizen participation, coexistence, school and borough, deep ethical processes, all oriented towards a more just, solidary, democratic society that overcomes socio-educational inequalities. In this sense, this work explores diff erent theoretical-conceptual positions that proposed a general framework that allows reflecting on the geographic dimension centered on the subject, to stress a renewal of Geographic Education in Chile. The diff erent “turns” that Human and Social Geography have experienced have meant the rethinking of the “scale” of analysis and the context in which spatial phenomena are made, claiming the socio-spatial importance that the borough community has in the educational processes, including new methodologies for their treatment, such as, for example, the Participatory Action Research (IAP) and the socalled Learning Communities.