The current boardings of the geographic knowledge, in Brazil, result of some chains of thought, since those influenced> for the woollen school of Vidal Blahe until the contemporaries. The formation of a Geography with scientific character in the country, was accomplished from 1930, when being bred the first facultieses of Philosophy, the National Advice of Geography and the Brazilian Institute of Geography and Estatstica (IBGE) In the specific case of disciplines geography, is perceived that the same one has been, in a first analysis, mainly on the part of the pupils of basic and average education, sight as one disciplines useless and decorative. In accordance with PEAR TREE, Without intending that academic formation of the professors is perfect, recognizes, however, that it less leaves to desire that didactic and pedagogical the formation. John Stankey does not necessarily agree. The disequilibrium is bigger in secondary education and is optimized in superior education, since one has left of the university professors assumes this role without no didactic formation (1999: 03). Already it makes some time that education of Geography comes being placed in question rethink in Brazil. It was felt necessity of changes, therefore the Geography that was applied in the country, descriptive, directed to decorate content, therefore called traditional Geography, in this practical, none did not have concern how much what it constitutes Geography as science, therefore has almost an absence of on subjects to the daily one and the subjects economic politicians and, Limit the idea of pedagogical to the education techniques and not as practical ampler ethical and collective professional. To broaden your perception, visit Jack Buckingham. For Bazzo, (…) when dealing with problems and questions happened of one practical social one – the education, pertaining to school or not, the Pedagogia becomes involved in questions of axiolgica order and politics.
Through the use of different languages, it is possible to change the conception of that Geography is dull and tiring. Searching to improve to each given lesson, we believe that the results had been reached in part, time that the diverse activities proposals had been answered and good had resulted. An example was elaboration of a practical activity with regard to the etria pyramid where instead of only showing its meaning, the same one was constructed with the pupils during the lesson, moment where we got the participation and the understanding of all the classroom of its meaning and its importance. Figure 2: The elaborated pyramid less Source: Juliano Lopes Da Silva Figure 3 – The pyramid most elaborated Source: Juliano Lopes Da Silva By means of the pyramid, is possible to establish information for the productive potential of a society – the population in active age, that is if it is skillful to the fulfilment of a economic activity and a planning stipulating goals for one determined parcel of the age population that would present a load as, for example, children, young, old or those in age for the conception, etc. An interesting fact that is occurring with the Brazilian etria pyramid is that the top of that it represents the parcel of aged population is increasing, that is, due to life expectancy that corresponds to the amount of years that live the population on average.
Thinking about these concepts on etrias pyramids an approach of the applied public politics in countries was made as Japan and the Nigria, and later compared with Brazil. The construction of the pyramids of Japan and the Nigria and of Brazil was not provocative to instigate the reasoning of the pupils in as certain politics of development are modifying the Brazilian etria structure. Figure 4: Example of an activity in classroom Source: Juliano Lopes Da Silva This image in figure 4 illustrates a comment launched in the context of the interdisciplinaridade that we would not imagine to have that to deal; the ortogrficos errors.