The current training of geography teachers and the exigency of the member education of Venezuela

Abstract

The purpose of this research is to show the steps taken to propose a theoretical model that intends to guide the training of Geography teachers. The school has stopped being the institution where knowledge is generated. It should be student-oriented. The Educational Reform of 1996 generated two opposing models, which lacked correspondence: the first two stages of Basic Education, based on constructivism, and the third stage of Basic Education, along with the stages comprising the year previous to senior class and the senior class itself, based on behaviorism. The current training of Geography teachers implies the minimization of contents based on daily routines, environment and nature, and emphasizes others of little importance. The theory supporting the study is based on contributions of Kant, Vico, Piaget, Vygotski, Brunner, Ausubel, Maturana, Platon, Aristoteles, Marina, Echeverría and Legendre. The method of investigation is the Continuous Comparison of Qualitative Analysis by Miles and Huberman, which explains graphically and through discourse analysis the categories studied and their relationship to finally outline the proposed model.