Geografia escolar e recontextualização curricular por conhecimentos e competências no ensino médio em tempo integral da Paraíba

Abstract

This doctoral research analyzes the recontextualization of the National Common Curriculum Base (BNCC) (Brazil, 2018a) in the organization of the curriculum of the Integral Citizen Schools (ECI) of Paraíba and in the pedagogical perspectives developed by Geography tea-chers in high school at these institutions. The problem of the study is situated in the imple-mentation of national and state curricular documents for the aforementioned teaching stage, in the school environment, and the general objective consists of analyzing the relations between the disciplinary perspective of Geography teaching-learning, focused on the production of school knowledge, and the conception of integration of the area of Humanities and Applied Social Sciences (CHSA), aimed at the development of competences, in ECI. In order to de-fend that knowledge specific to school Geography is essential for the comprehensive educa-tion of high school students, we rely on Historical-Critical Theory (Saviani, 1991, 2009, 2013b) and use the dialectical method, in dialogues with the approaches and theses of Apple (1982), Goodson (1999), Kuenzer (2017, 2022), Lopes and Macedo (2011), Moreira (1997), in the field of curriculum and Pedagogy; and of Albuquerque (2004), Farias (2021), Girotto (2015, 2021), Rocha (2012, 2013) and Vilela (2013), in the areas of Curriculum, Education and Teaching of Geography, among other authors. This is a qualitative research inserted in the field of Geographic Education studies, developed from documentary analysis and bibliogra-phical study, as well as interviews and questionnaires with high school teachers of the prepa-ratory ECI of Campina Grande - PB. We evidenced a curricular organization aligned with the neoliberal educational policy and the flexible accumulation regime, with adapted insertion of processes and procedures of the business world, through the exchange or implementation of administrative, curricular and pedagogical nomenclatures and perspectives, with progressive loss of political-pedagogical autonomy of teachers and other education professionals, which configures what we call school reterritorialization: a process that redefines general and speci-fic conceptions, instruments and procedures of the school and the routine of professionals, redistributing attributes and values to objects, individuals and actions in line with their poten-tial impact on capitalist productivity and the operationalization of the neoliberal educational project. As resistance qualified by academic training, the significant majority of Geography teachers recontextualize the curricular prescriptions with a predominance of disciplinary and interdisciplinary logics in the teaching-learning of Geography, directing the process towards the production of school knowledge (Albuquerque, 2004) and towards the formation of criti-cal and reflective citizens, a context in which we defend readings and interpretations of the spatiality of phenomena and processes arising from society-nature relations, as theoretical-methodological and didactic-pedagogical expressions specific to Geography.