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
Autor(a) principal: | |
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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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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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1799315432441643008 |