In recent decades, school geography has significantly decreased in school curricula in a global context of climate crisis and territorial inequalities.Although factors that influence its curricular development have been studied, there is little evidence in countries where it is integrated with other Social Sciences.Furthermore, even though curricular reforms are a recurrent milestone for teacher, these factors have not been linked to their biographies.The objective of this research was to explore the life histories of Chilean teachers, with special attention to the tensions produced in their professional lives in a scenario of marginalization of geography.The study used a narrative approach with biographical interviews and a group analysis workshop.The results suggest that some teachers develop relevant geography teaching experiences that are explained by the interaction between their biographies, the educational system and the sociohistorical context.
Francisca Armijo Baeza (Thu,) studied this question.