Teaching a Problematized Geography in Elementary School: a Challenge?
Since the late 1980s, geography didacticians and standard texts have presented problematization in geography teaching. Is this problematization easy to actualize in the teaching practices of generalist teachers in French elementary schools? After defining the terms “problem” and “problematization” in the context of classroom teaching, we offer teachers didactical suggestions for their use. We then analyse results of empirical research that sheds light on teaching geography with little “problematization.” This leads to the observation that “problematization” in geography teaching in elementary schools is not necessarily always present.