Geography in Secondary Education

Abstract

This article aims to inform on certain reflexions and proposals made by a group of geography teachers. The reasons for the marginal place that geography occupies in many cases in secondary schools are analyzed, and the conclusion is reached that some causes are of an institutional nature while others are inherent in the discipline itself. In this respect, the authors consider that a revision of the epistemological scope of the subject is necessary, in order to achieve more coherence in terms of subject matter and viability in terms of methods. On this basis, the objectives of the secondary school programme, and its contribution to the formation of adolescents are defined. In the second part of the study, an attempt is made to establish a possible generalized theoretical framework which would facilitate the articulation of knowledge acquired at different levels and scales (world, national and regional).