BETWEEN THEORY AND PRACTICE: CHALLENGES AND POSSIBILITIES OF USING GEOTECHNOLOGIES IN GEOGRAPHY TEACHING IN LOWER SECONDARY EDUCATION

Abstract

This article aimed to analyze the challenges and possibilities of using geotechnologies in Geography teaching in Lower Secondary Education, highlighting the factors that hinder their practical application and the strategies adopted by teachers to overcome such barriers. This is a qualitative study, based on bibliographic research from recent academic sources, focusing on teacher education, school infrastructure, and pedagogical innovation. The results showed that although geotechnologies are increasingly valued in curriculum documents and theoretical discussions, their actual implementation in classrooms remains limited, mainly due to the lack of specific training and the structural precariousness of public schools. However, isolated experiences demonstrate that the use of these tools can promote more meaningful learning, encourage student protagonism, and contribute to a more critical and contextualized pedagogical practice. It is concluded that integrating geotechnologies into Geography teaching requires a joint effort involving public policies, continuous teacher training, and curriculum reorganization.