To know the routines to innovate in school geography

Abstract

Many proposals for innovation fail due to the permanence of school routines and educational traditions. The theory of social representations allows us to know these obstacles, which are inserted as professional habits in the teaching of geography. In this article we show the convergence of the methodologies of representations and the geography of perception and behavior in the analysis of school geography. The empirical examples with different subjects from which we have obtained information show us the possibility of transforming obstacles into problems and designing an educational alternative that grants a social utility to school geography.