3. GEOHISTORY CHANGES, GEOGRAPHICAL EDUCATION AND SECONDARY EDUCATION IN VENEZUELA, BETWEEN NINETEENTH AND TWENTIETH CENTURY

Abstract

The aim of this paper is to analyze the teaching of geography facilitated in secondary education, from the National School, the Traditional Liceo to the Bolivarian Liceo in the framework of geohistorical changes of Venezuela between the nineteenth century to the twentieth century. It is assumed that in the historical evolution of these institutions, the formative work of geographic teaching has focused on transmitting programmatic contents, from the descriptive geographical perspective, traditional pedagogy and the lag of the conditions of the historical moment. This problematic determined methodologically, to carry out a bibliographical revision to structure an approach on the conditions of the historical moment, the secondary institution and the practice of the geographical teaching of the geographic subjects. Therefore, it is concluded that secondary education should promote changes consistent with paradigmatic and epistemological innovation, the theoretical and methodological advances of the curriculum, geographical science, pedagogy and didactics to adapt their training to the analytical explanation of the geographical events and the needs of society, facing the challenges of the contemporary world.