Landscape as a structuring concept for the teaching of physical-natural components

This investigation discusses the Geography teaching, focusing on physical-natural components, and aims to analyze the potential of landscape as a structuring concept for teaching physicalnatural components in school Geography. The research is characterized as qualitative in education, based on participatory research, and presents interviews as the main methodological technique for data collection, which were carried out remotely. Conceptual systems, an associated technique for verifying the teachers' conception of the concept of landscape, was also relevant in the process, as it allows it to be possible to understand the associations made by the subject about a certain theme or subject. Cavalcanti's (2019) didactic path was also considered in the process of constructing the investigation through the proposition of collaborative activities carried out by the participating teachers, and essential for us to assess the undeniable potential of the concept of landscape for the integrated understanding of the relationships between physical components.-natural elements related to human interaction, making possible a totalizing view of Geography space.