Impactos da progressão continuada na construção longitudinal do raciocínio geográfico no ensino fundamental

• Autor(a) principal: Souza, André Caetano
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/217604
• topic: Continued progression; School geography; Education; Educação; Geografia escolar; Progressão continuada

Based on research carried out with elementary school students in the state of São Paulo, this paper seeks to highlight the problem behind the system of Cycles and Continuous Progression for the effective construction of basic knowledge for geographic reasoning. Realizing that geographic reasoning is one of the main tools for critically reading and understanding the world, geographic concepts are essential for such reading. Given the above, here we analyze whether the contact with the Learning Situations of the Paulista Curriculum within the policy of continued progression – or automatic approval, for critics – was able to provide students with the adequate development of the categories of analysis, territory, network, region, place, landscape and nature, elements that, for the texts of the Currículo Paulista, are fundamental. When passing students within the cycles without the ability of geographical reasoning, that is, without solidly building and apprehending the aforementioned geographical concepts, the effectiveness of constituting a critical and conscientious citizen, aware of their place in the world becomes increasingly difficult , showing an important failure in the teaching-learning process of human sciences.