Abstract
This chapter contemplates the concept of landscape and the way it is understood in school for Geography teaching, specifically in the context of the Colombian education system. Based on this analysis, the chapter argues that one of the principal attributes of the landscape is its assumption as a social construct. Given this, the chapter also aims to reinforce the thinking that the landscape needs to be understood from a social perspective in order to teach Geography adequately. The concept of landscape is first presented in a theoretical and conceptual context, and it is then considered in the context of the teaching of Geography at Colombian schools. These considerations are used to define possibilities for the recognition and study of landscape, and its role in Geography teaching through the perspective of the human presence and its interaction in the landscape.
About the translation: All the quotes were originally in Spanish because the authors obtained them from Spanish versions, some of which were translated from languages other than Spanish or English. In all cases, the authors have translated the texts themselves, rather than using the original version, when this was in English.
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Moreno Lache, N., Cely Rodríguez, A. (2021). The Landscape as a Social Construct for the Teaching of Geography. In: Vanzella Castellar, S.M., Garrido-Pereira, M., Moreno Lache, N. (eds) Geographical Reasoning and Learning. International Perspectives on Geographical Education. Springer, Cham. https://doi.org/10.1007/978-3-030-79847-5_10
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DOI: https://doi.org/10.1007/978-3-030-79847-5_10
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