A CONSTRUÇÃO DO CONCEITO DE PAISAGEM PELO ENSINO DE GEOGRAFIA

Abstract

This work investigates how aesthetic and contemplative conceptions of landscape, prevalent in common sense and in secondary education, limit the development of critical geographical thinking. The theoretical foundation traces the evolution of the concept, from the Renaissance pictorial heritage and the scientific foundations of Humboldt and Ritter to the contemporary perspective of Milton Santos, who defines landscape as a “palimpsest” of inherited forms and space as the life that animates them. Through a qualitative descriptive-exploratory approach and bibliographic review (2000-2025), the research analyzes the role of landscape as an essential analytical category for citizen education. The results indicate that traditional teaching, often restricted to textbook materials and superficial descriptions, reinforces stereotypical views that ignore socioeconomic and historical processes invisible to direct observation. In contrast, a didactic transposition is proposed that uses experiential methodologies and teacher mediation to convert visual perception into critical interpretation. It is concluded that overcoming the view of landscape as a mere “scene” is fundamental for students to understand socio-environmental dynamics, especially in local contexts such as the Cerrado. By articulating form, content, and time, school geography enables students to read the world in a complex way, promoting environmental awareness and conscious social intervention, transforming the observed materiality into an instrument of empowerment and the exercise of citizenship.