Itineraries of Basic Education in Elementary School in the Curricular Content of Geography: from the Federal Constitution of 1988 to the expected practice of BNCC

Detalhes bibliográficos
Autor(a) principal: Lanes, Marcia Batista
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Geografia (Londrina)
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/39290
Resumo: The PCNs were the main reference used to assemble the curriculum of Elementary Education before the implementation of BNCC and, in this present paper, are presented and discussed in order to analyze and comprehend how curricular policies took place, as well as how curricular practice was guided inside the classroom in geography classes taught to students of the 6th year of Elementary School II. This study was based on the methodology of content analysis of two textbook used for the 6th grade. This systematic analysis was adopted to assess how those books presented the concept of territory and its variables, which are considered fundamental for geographic studies, once the PCNs stated its importance for Geography throughout basic education, and also the theoretical-methodological option of the authors of the analyzed books, regarding materialism or geographic symbolism. The present study concludes that the curricular practices before the BNCC reveal authors who followed their own determinations when writing books, ignoring the curriculum guides, justified by formations focused on geographical materialism, to the detriment of the symbolism to which Geography also proposes itself.
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spelling Itineraries of Basic Education in Elementary School in the Curricular Content of Geography: from the Federal Constitution of 1988 to the expected practice of BNCCItinerarios de Educación Básica en la Escuela Primaria en el Contenido Curricular de la Geografía: desde la Constitución Federal de 1988 hasta la práctica esperada de BNCCItinerários da Educação Básica no Ensino Fundamental II no Conteúdo Curricular de Geografia: da Constituição Federal de 1988 à prática esperada da BNCCBasic educationGeography teachingFederal ConstitutionBNCC.Educación básicaEnseñanza de GeografíaConstitución FederalBNCC.Educação básicaEnsino de GeografiaConstituição FederalBNCC.The PCNs were the main reference used to assemble the curriculum of Elementary Education before the implementation of BNCC and, in this present paper, are presented and discussed in order to analyze and comprehend how curricular policies took place, as well as how curricular practice was guided inside the classroom in geography classes taught to students of the 6th year of Elementary School II. This study was based on the methodology of content analysis of two textbook used for the 6th grade. This systematic analysis was adopted to assess how those books presented the concept of territory and its variables, which are considered fundamental for geographic studies, once the PCNs stated its importance for Geography throughout basic education, and also the theoretical-methodological option of the authors of the analyzed books, regarding materialism or geographic symbolism. The present study concludes that the curricular practices before the BNCC reveal authors who followed their own determinations when writing books, ignoring the curriculum guides, justified by formations focused on geographical materialism, to the detriment of the symbolism to which Geography also proposes itself.En el artículo, se presentan y se discuten los PCN, la referencia principal para el plan de estudios de la Enseñanza Fundamental hasta la entrada en vigor del BNCC, con la finalidad de analizar y comprender cómo se llevaron a cabo las políticas curriculares, así como la práctica curricular era orientada en el aula, en la enseñanza de Geografía para el sexto año de la Enseñanza Fundamental II. Ese estudio se basa en la metodología de análisis de contenido en dos libros didácticos de esa serie. Fue adoptado ese análisis sistemático para evaluar cómo ellos presentaban el concepto de territorio y sus variables, considerados fundamentales en los estudios geográficos, una vez que recomiendan los PCN la importancia de ellos para la Geografía, a lo largo de la Educación Básica, así como la opción teórico-metodológica de los autores de los libros analizados, frente al materialismo o al simbolismo geográfico. Resulta que las prácticas curriculares anteriores al BNCC revelan autores que siguieron sus propias determinaciones al escribieren libros, ignorando las guías curriculares, justificadas por formaciones enfocadas en el materialismo geográfico, en detrimento del simbolismo a lo cual la Geografía también se propone.No artigo, apresentam-se e discutem-se os PCN, principal referencial para o currículo do Ensino Fundamental até a entrada em vigor da BNCC, a fim de analisar e compreender como se deram as políticas curriculares, assim como a prática curricular era orientada em sala de aula, no ensino de Geografia para o 6º ano do Ensino Fundamental II. Esse estudo se baseia na metodologia da análise do conteúdo em dois livros didáticos desta série. Adotou-se essa sistemática de análise para aferir como estes apresentavam o conceito de território e suas variáveis, considerados fundantes nos estudos geográficos, uma vez que preconizavam os PCN a importância destes para a Geografia, ao longo da Educação Básica, assim como também a opção teórico-metodológica dos autores dos livros analisados, frente ao materialismo ou ao simbolismo geográfico. Conclui-se que as práticas curriculares anteriores à BNCC nos revelam autores que seguiam determinações próprias ao escreverem livros, ignorando os orientadores de currículos, justificadas por formações voltadas ao materialismo geográfico, em detrimento do simbolismo ao qual a Geografia também se propõe.Universidade Estadual de Londrina2020-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/geografia/article/view/3929010.5433/2447-1747.2021v30n1p521GEOGRAFIA (Londrina); v. 30 n. 1 (2021); 521 - 5382447-1747reponame:Geografia (Londrina)instname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/geografia/article/view/39290/28770Copyright (c) 2020 GEOGRAFIA (Londrina)http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessLanes, Marcia Batista2022-09-20T15:29:13Zoai:ojs.pkp.sfu.ca:article/39290Revistahttps://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:2022-09-20T15:29:13Geografia (Londrina) - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Itineraries of Basic Education in Elementary School in the Curricular Content of Geography: from the Federal Constitution of 1988 to the expected practice of BNCC
Itinerarios de Educación Básica en la Escuela Primaria en el Contenido Curricular de la Geografía: desde la Constitución Federal de 1988 hasta la práctica esperada de BNCC
Itinerários da Educação Básica no Ensino Fundamental II no Conteúdo Curricular de Geografia: da Constituição Federal de 1988 à prática esperada da BNCC
title Itineraries of Basic Education in Elementary School in the Curricular Content of Geography: from the Federal Constitution of 1988 to the expected practice of BNCC
spellingShingle Itineraries of Basic Education in Elementary School in the Curricular Content of Geography: from the Federal Constitution of 1988 to the expected practice of BNCC
Lanes, Marcia Batista
Basic education
Geography teaching
Federal Constitution
BNCC.
Educación básica
Enseñanza de Geografía
Constitución Federal
BNCC.
Educação básica
Ensino de Geografia
Constituição Federal
BNCC.
title_short Itineraries of Basic Education in Elementary School in the Curricular Content of Geography: from the Federal Constitution of 1988 to the expected practice of BNCC
title_full Itineraries of Basic Education in Elementary School in the Curricular Content of Geography: from the Federal Constitution of 1988 to the expected practice of BNCC
title_fullStr Itineraries of Basic Education in Elementary School in the Curricular Content of Geography: from the Federal Constitution of 1988 to the expected practice of BNCC
title_full_unstemmed Itineraries of Basic Education in Elementary School in the Curricular Content of Geography: from the Federal Constitution of 1988 to the expected practice of BNCC
title_sort Itineraries of Basic Education in Elementary School in the Curricular Content of Geography: from the Federal Constitution of 1988 to the expected practice of BNCC
author Lanes, Marcia Batista
author_facet Lanes, Marcia Batista
author_role author
dc.contributor.author.fl_str_mv Lanes, Marcia Batista
dc.subject.por.fl_str_mv Basic education
Geography teaching
Federal Constitution
BNCC.
Educación básica
Enseñanza de Geografía
Constitución Federal
BNCC.
Educação básica
Ensino de Geografia
Constituição Federal
BNCC.
topic Basic education
Geography teaching
Federal Constitution
BNCC.
Educación básica
Enseñanza de Geografía
Constitución Federal
BNCC.
Educação básica
Ensino de Geografia
Constituição Federal
BNCC.
description The PCNs were the main reference used to assemble the curriculum of Elementary Education before the implementation of BNCC and, in this present paper, are presented and discussed in order to analyze and comprehend how curricular policies took place, as well as how curricular practice was guided inside the classroom in geography classes taught to students of the 6th year of Elementary School II. This study was based on the methodology of content analysis of two textbook used for the 6th grade. This systematic analysis was adopted to assess how those books presented the concept of territory and its variables, which are considered fundamental for geographic studies, once the PCNs stated its importance for Geography throughout basic education, and also the theoretical-methodological option of the authors of the analyzed books, regarding materialism or geographic symbolism. The present study concludes that the curricular practices before the BNCC reveal authors who followed their own determinations when writing books, ignoring the curriculum guides, justified by formations focused on geographical materialism, to the detriment of the symbolism to which Geography also proposes itself.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-30
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/39290
10.5433/2447-1747.2021v30n1p521
url https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/39290
identifier_str_mv 10.5433/2447-1747.2021v30n1p521
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/39290/28770
dc.rights.driver.fl_str_mv Copyright (c) 2020 GEOGRAFIA (Londrina)
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 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. 30 n. 1 (2021); 521 - 538
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
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