O ensino de geografia na fronteira oeste do Brasil com a Bolívia : práticas curriculares e pedagógicas em escolas do município de Cáceres – MT

• Autor(a) principal: Silva, Gabriel de Miranda Soares
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/4015
• topic: Fronteira; Geografia; Currículo; Escola; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA; Frontier; Geography; Curriculum; School

Brazil has a border strip with different socio-spatial characteristics and a territorial diversity, along 16,900 kilometers, covering eleven units of the federation and approximately 27% of the national territory, according to data from Instituto Brasileiro de Geografia e Estatística (IBGE)1 . The Brazilian border with Bolivia in Mato Grosso has four beautiful counties: Cáceres, Comodoro Porto Esperidião and Vila Bela da Santíssima Trindade, and 24 other counties that make up the border strip. This research aims to reflect on curricular and pedagogical practices in schools of the state network located in the county of Cáceres, analyzing how BNCC2 and Diretrizes Regionais Curriculares Para Mato Grosso (DRC-MT)3 , present the themes existing in the border area. Observing how geography teachers work in three school units, whether they seek in didactic-pedagogical means to incorporate these themes in their classes and debates, contributing to the non-occurrence of prejudiced and xenophobic behaviors, reflecting on their daily pedagogical practices with frontier students. Among the methodological procedures used, a bibliographic and documentary survey stands out, in addition to the field activities that counted on the application of semi-directed questionnaires to 18 geography teachers, semi-directed interviews were also conducted with 5 school managers working in these units. The collected data provide support to understand how geography professionals work with frontier students, reframing the formal school curriculum by transforming it into a lived curriculum, the data also compose subsidies to present pedagogical proposals that can guide the work of geography teachers who work in border schools, using the place on the border to make sense of geography teaching, thus thinking about the context of the border school, presenting within its daily practices the socio-spatial valorization of the area in which it is included.