Abstract

School geography has been reduced to a descriptive knowledge of the world and to the explanation of difficult conceptual facts. This results from the rise of communication technologies and the disregard of the study of relevant problems as a part of the discipline. It is key, in order to create an alternative that promotes critical civic learning, to challenge school routines. In this case, the combination of social representation theories and behavioral and perception geography provides the opportunity to both analyze current practices and introduce alternative praxis. Research is a key element when challenging hegemonic ideas to build a new school geography that promotes civic learning. The purpose of this paper is to prove how research can help support school geography innovation through surveys, interviews, and discussion groups. 

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