الجغرافيا و إشكالية تعدد المناهج : أي إرساء للنقل الديدكتيكي في الجغرافية المدرسية ؟

Abstract EN

This study aims to address the issue of multiplicity of discourse in social sciences and how Geography has been affected in the development of its methodological tools at its two levels: Savant; The methodology employed in the field of Geography has evolved from a literary theory based on description to a deductive approach taken from mathematical sciences.

It begins with own general statements and uses the rules of logic and evidence to construct its theories and arrive at a certain result.

The inductive method employed in natural sciences, which starts out from particles to totalities.

It is a phenomenon to look at theories and laws.

Recently, it has adopted the so-called social-cognitive analytical curriculum; which treats the geographical phenomena in its comprehensiveness by evoking the other components of social sciences, such as Sociology, Psychology, History and Economics...

in order to get to know the social aspects and perceptions of the environment in which humans and society live.

Didactic: The school Geography curriculum in the new reform introduced by the competency -based approach has become based on a didactic background based on precise methodological steps benefiting from the abundance of savant geographic production, but its application in the educational practices has encountered a number of obstacles, after a period of "losing all sense of methodological direction" when there was a dominance of content and objectives pedagogies.

Following this, we ask: To what extent has the multiplicity of social sciences curricula contributed to the diversification and rationalization of geographic work, whether at the level of addressing field or cultural-intellectual phenomena, or to changing the didactic practices in teaching and learning school Geography ?