TEACHERS’ PERCEPTIONS OF THE LANDSCAPE CATEGORY IN SCHOOL: AN ANALYSIS OF THE “EDUCATION THROUGH LANDSCAPE” PROJECT

Abstract

This article aimed to examine the extent to which the mobilization of the landscape category, within the Education through Landscape project, contributed to shifts in Geography teachers’ conceptions and practices, challenging continuities associated with school culture and initial teacher education. The study adopted a qualitative, interpretative approach, based on a continuing teacher education program and semi-structured interviews conducted after the classroom implementation of the activities. The analysis of teachers’ narratives revealed that landscape was initially understood primarily in a sensitive and descriptive manner; however, the formative process fostered its appropriation as a relational, historical, and social category. The findings indicate that the most significant advances occurred at the methodological and reflective levels, with increased student engagement and an expanded pedagogical repertoire among teachers, although epistemological obstacles and school-based constraints remain. The study concludes that the project’s main contribution lies in its formative process, promoting critical reflection, methodological experimentation, and the strengthening of geographic reasoning.