The formation of the geographical consciousness in the classroom. A case-study of the Chilean Secondary Education

Currently, teaching Geography implies classroom experiences that challenge students to make important decisions. Geographic consciousness plays a pivotal role to children and youngsters to comprehend the spatial changes of society, and also, to act against spatial and environmental problems relevant to their realities. The latter said by the possibilities that are granted by a geographical perspective. The aim of this case-study is to analyze whether teachers take into account the critical geographical consciousness formation when teaching. Also, the main themes, which are used to interpret the practice of teaching, are shown. The mixed method is used in this research; however, it is worth mentioning that there is a predominance of the qualitative method. In order to gather information, interviews and classroom observation from five Chilean teachers from History and social science were carried out. Results show that teachers are forming students focusing on geographical consciousness. This focus is based upon a descriptive-analytic position given that it maintains a memory-teaching tradition, which variates from local and global scales. As well, this position considers the temporality of a specific moment, or another moment from past to present, and finally, it also considers the importance of the territories (in dispute, strategical points, specific places) whereas men and women are not addressed.