The Power of Geography: contributions of researcher education and liberating pedagogy to the formation of powerful geographic knowledge

Abstract

This article aims to develop reflections on researcher education by geography teacher-researchers through the lens of Liberating Pedagogy, presenting principles for the construction of powerful geographical knowledge. The adopted approach is qualitative, and the procedure employed was bibliographic research, primarily through reflections on the work of Paulo Freire and the thought of other authors within their lived contexts. We consider the relationship among research-oriented education, geographical education, and Liberating Pedagogy as a "force-idea" (or powerful relationship) that enables teachers and students to read and spatially interpret reality, encompassing an understanding of their own spatialities, produced in the movement of their daily lives. Based on this assertion, we do not intend to position geography education as the sole curricular component capable of leading this process, but rather to consider that, without it, its achievement would be difficult.