Theoretical review on powerful geographical knowledge. A new conceptual approach in Geographic Education
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Abstract
This theoretical review seeks to account for the analysis carried out on the discussion of the literature that supports the conceptual approach identified, in its original language, as "Powerful Knowledge Geography" and that here is applied as Powerful Geographic Knowledge (CGP), to recognize the level of development of this approach and analyze its relevance in geographic education. Different positions were found on what the CGP can mean and a meeting point in which its teaching should be through a process of recontextualization, as part of the claim to democratic access to this knowledge and as a right of social justice for students. The investigation was carried out from a systematic search of the literature published in various databases between 2007 and 2021. We analyzed 80 results considered relevant that account for the theoretical heritage of the subject. This article refers to the contributions corresponding to the CGP, regarding its theoretical basis, the Powerful Knowledge (CP), and deepens the discussion of the works that analyze the level of development of this approach. The research allows us to recognize the strengths and areas of opportunity that this approach brings to geographic education.
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