The conceptions of the curriculum and its implications in the geographical speech

Detalhes bibliográficos
Autor(a) principal: Almeida, Alberto Alexandre Lima de
Data de Publicação: 2018
Outros Autores: Vieira, Maria da Conceição Lima
Tipo de documento: Artigo
Idioma: por
Título da fonte: Geografia (Londrina)
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/28783
Resumo: The curriculum configures itself as one of the most important fields of study in education. In addition to a mere selection of contents, it constitutes an element that affects the proper functioning of the school in view of its political and pedagogical character. In his way, this article proposes to discuss, through a bibliographical study, the curriculum / teaching interface of Geography, based on the analysis of the different conceptions that support the curriculum theory, according to Costa (1999), Goodson (2008) and Silva (2010), as well as its implications in the Geography classroom. To that end, we revisited the main currents of thought in Geography, through the contributions of Martins (2011), Oliveira (1994) and Tonini (2006), relating them to the pedagogical achievement of the teachers of this discipline, as well as to the curricular proposal contained in the National Curricular Parameters.
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spelling The conceptions of the curriculum and its implications in the geographical speechLas concepciones de Currículo y sus implicaciones en el discurso geográficoAs concepções de currículo e suas implicações no discurso geográficoCurriculumTeachingGeography.CurrículoEnseñanzaGeografía.CurriculoEnsinoGeografia.The curriculum configures itself as one of the most important fields of study in education. In addition to a mere selection of contents, it constitutes an element that affects the proper functioning of the school in view of its political and pedagogical character. In his way, this article proposes to discuss, through a bibliographical study, the curriculum / teaching interface of Geography, based on the analysis of the different conceptions that support the curriculum theory, according to Costa (1999), Goodson (2008) and Silva (2010), as well as its implications in the Geography classroom. To that end, we revisited the main currents of thought in Geography, through the contributions of Martins (2011), Oliveira (1994) and Tonini (2006), relating them to the pedagogical achievement of the teachers of this discipline, as well as to the curricular proposal contained in the National Curricular Parameters.El currículo se configura como uno de los más importantes campos de estudio en el ámbito educativo. Además de una mera selección de contenidos, se constituye en un elemento que impacta en el propio funcionamiento de la escuela teniendo en vista su carácter político y pedagógico. De esta forma, este artículo se propone a discutir, a través de un estudio bibliográfico, la interfaz currículo / enseñanza de Geografía, a partir del análisis de las diferentes concepciones que fundamentan la teoría del currículo, conforme Costa (1999), Goodson (2008) y Silva (2010), así como sus implicaciones en el aula de Geografía. Para ello, revisamos las principales corrientes de pensamiento de la Geografía, mediante las contribuciones de Martins (2011), Oliveira (1994) y Tonini (2006), relacionándolas con el hacer pedagógico de los profesores de esa disciplina, como también con la propuesta curricular contenida en los Parámetros Curriculares Nacionales.O currículo se configura como um dos mais importantes campos de estudo no âmbito educacional. Para além de uma mera seleção de conteúdos, ele se constitui num elemento que impacta o próprio funcionamento da escola, tendo em vista o seu caráter político e pedagógico. Desta forma, este artigo se propõe a discutir, por meio de um estudo bibliográfico, a interface currículo/ensino de Geografia, a partir da análise das diferentes concepções que embasam a teoria do currículo, conforme Costa (1999), Goodson (2008) e Silva (2010), bem como suas implicações na sala de aula de Geografia. Para tanto, revisitamos as principais correntes de pensamento da Geografia, mediante as contribuições de Martins (2011), Oliveira (1994) e Tonini (2006), relacionando-as com o fazer pedagógico dos professores dessa disciplina, e também com a proposta curricular contida nos Parâmetros Curriculares Nacionais.Universidade Estadual de Londrina2018-08-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/geografia/article/view/2878310.5433/2447-1747.2018v27n2p247GEOGRAFIA (Londrina); v. 27 n. 2 (2018); 247 - 2632447-1747reponame:Geografia (Londrina)instname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/geografia/article/view/28783/24132Copyright (c) 2018 GEOGRAFIA (Londrina)http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessAlmeida, Alberto Alexandre Lima deVieira, Maria da Conceição Lima2022-09-21T11:33:40Zoai:ojs.pkp.sfu.ca:article/28783Revistahttps://www.uel.br/revistas/uel/index.php/geografiaPUBhttps://www.uel.br/revistas/uel/index.php/geografia/oairevista.geografia.uel@gmail.com||marcar@uel.br||laudi@uel.br2447-17470102-3888opendoar:2022-09-21T11:33:40Geografia (Londrina) - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv The conceptions of the curriculum and its implications in the geographical speech
Las concepciones de Currículo y sus implicaciones en el discurso geográfico
As concepções de currículo e suas implicações no discurso geográfico
title The conceptions of the curriculum and its implications in the geographical speech
spellingShingle The conceptions of the curriculum and its implications in the geographical speech
Almeida, Alberto Alexandre Lima de
Curriculum
Teaching
Geography.
Currículo
Enseñanza
Geografía.
Curriculo
Ensino
Geografia.
title_short The conceptions of the curriculum and its implications in the geographical speech
title_full The conceptions of the curriculum and its implications in the geographical speech
title_fullStr The conceptions of the curriculum and its implications in the geographical speech
title_full_unstemmed The conceptions of the curriculum and its implications in the geographical speech
title_sort The conceptions of the curriculum and its implications in the geographical speech
author Almeida, Alberto Alexandre Lima de
author_facet Almeida, Alberto Alexandre Lima de
Vieira, Maria da Conceição Lima
author_role author
author2 Vieira, Maria da Conceição Lima
author2_role author
dc.contributor.author.fl_str_mv Almeida, Alberto Alexandre Lima de
Vieira, Maria da Conceição Lima
dc.subject.por.fl_str_mv Curriculum
Teaching
Geography.
Currículo
Enseñanza
Geografía.
Curriculo
Ensino
Geografia.
topic Curriculum
Teaching
Geography.
Currículo
Enseñanza
Geografía.
Curriculo
Ensino
Geografia.
description The curriculum configures itself as one of the most important fields of study in education. In addition to a mere selection of contents, it constitutes an element that affects the proper functioning of the school in view of its political and pedagogical character. In his way, this article proposes to discuss, through a bibliographical study, the curriculum / teaching interface of Geography, based on the analysis of the different conceptions that support the curriculum theory, according to Costa (1999), Goodson (2008) and Silva (2010), as well as its implications in the Geography classroom. To that end, we revisited the main currents of thought in Geography, through the contributions of Martins (2011), Oliveira (1994) and Tonini (2006), relating them to the pedagogical achievement of the teachers of this discipline, as well as to the curricular proposal contained in the National Curricular Parameters.
publishDate 2018
dc.date.none.fl_str_mv 2018-08-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/28783
10.5433/2447-1747.2018v27n2p247
url https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/28783
identifier_str_mv 10.5433/2447-1747.2018v27n2p247
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/28783/24132
dc.rights.driver.fl_str_mv Copyright (c) 2018 GEOGRAFIA (Londrina)
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 GEOGRAFIA (Londrina)
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv GEOGRAFIA (Londrina); v. 27 n. 2 (2018); 247 - 263
2447-1747
reponame:Geografia (Londrina)
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Geografia (Londrina)
collection Geografia (Londrina)
repository.name.fl_str_mv Geografia (Londrina) - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv revista.geografia.uel@gmail.com||marcar@uel.br||laudi@uel.br
_version_ 1750315375918055424

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