Licenciatura em Estudos Sociais e a Geografia: política curricular de formação docente na Paraíba durante o Regime Militar

• Autor(a) principal: Santos, Juliana Silva dos
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/23037
• topic: Licenciatura curta; Currículo; Estudos Sociais; Geografia; Short Degree; Curriculum; Social Studies; Geography; CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS

The uniqueness of the teaching profession (and it’s part on students lives) is one of the most important aspect within the educational system, since it’s expressiveness goes far beyond an university education, being linked to the action of teaching and all that it includes, as well as it relates to political matters. During the 1970s, a period marked by the Brazilian Military Dictatorship (1964-1985), this concept becomes even more evident as that moment brought to light some relevant transformations for education, especially for Geography that imposingly had it’s full degree in Geography gradually replaced by a short degree in Social Studies. In this sense, this research aimed to analyze the teacher training by the curriculum of the short degree in Social Studies offered by former FURNE (current Universidade Estadual da Paraíba, Campina Grande’s Campus) and by former FAFIG (current Universidade Estadual da Paraíba, Guarabira’s Campus). Therefore, we defined the specific time frame as from 1966 to 1986, as both institutions materials dates. Thus, we present discutions on curriculum, short degrees, Social Studies and Geography, using as theoretical basis authors such as Conti (1976); Callai (2013); Seabra (1981); Santos (2016); and Pontuschka, Paganelli, Cacete (2009). We used the historical qualitative research approach, as well as document analysis for inquiring legislation and analysed curriculum; In view of this research, we understand that similarities and differences are part of the historical construction of any document, and with the FURNE and FAFIG curriculums would be no different. Thus, both curriculums existed and were established as expected, being marked not only by a troubled historical context that dealt with unique ideological issues, but also by an idea of progress in education and improvements on quality of teaching through faster training, which ended up covering a demand considered indispensable for the country's political system.