Geography teaching strategies in food production

Abstract

Geography, when studying the relationship between man and the environment, seeks to understand the organization of agrarian space, production systems, environmental impacts, and socioeconomic inequalities in access to and distribution of food. This study aims to address the relevance of methodologies applied to teaching geography in food production, observing its diverse aspects within the agroindustrial system, in addition to connecting theoretical content with practice, promoting a broad and critical understanding of the spatial and environmental processes that influence the food sector. This is a qualitative, exploratory study, carried out based on the guiding question: How can teaching geography contribute to the understanding of food production processes? Searches were made on official dissertation and theses platforms, and scientific articles were used through the Google Scholar, Scielo, and Capes platforms. It was possible to identify that among the most commonly used methodologies are the use of maps and cartography, which allow students to identify agricultural production areas, export and import dynamics, and the effects of climate and relief on productivity. In addition, case studies are effective tools for exploring specific realities, such as the impact of agribusiness, family farming, or agroforestry systems. This approach makes it possible to understand regional challenges and strategies to overcome them. Practical activities, such as visits to rural properties, agroecological fairs, or school gardens, also favor active learning, allowing students to experience in practice the concepts covered in class. It is concluded that geography teaching becomes more dynamic, engaging, and connected to the students' reality when it is strategically related to proposals for diverse realities.