As tendências pedagógicas e o ensino de Geografia: entre rupturas e continuidades

• Autor(a) principal: Souza, José Vitor Rossi
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/214577
• topic: Geography teaching; Textbooks; Didactics; Pedagogical tendencies; School geography; Ensino de Geografia; Tendências pedagógicas; Livros didáticos; Geografia escolar; Didática

School practices are permeated by different objectives, means and theoretical and methodological assumptions, and the representations of these concepts translate philosophical concepts about the world. These pedagogical references act, intentionally or not, in the concepts of world/society, in the teaching methods used and in the evaluation methods, including having school institutions as spaces of great importance in the effectiveness of pedagogical conceptions. Such variables are linked to different pedagogical tendencies and, historically, several of them have influenced and influence the teaching of Geography, such as the traditional, scholar, technician and historical-critical. Therefore, this research seeks to review the trajectory of School Geography in order to demonstrate how the teaching of Geography, in its theoretical foundations and discourses about the practice, is related to pedagogical tendencies. In addition, more specifically, it also aims to discuss how the teaching of this discipline has been marked by ruptures and continuities for over more than two centuries, emphasizing that it is currently permeated, synchronously, by various tendencies, showing relationships between the new and the old. As a research methodology, of an exploratory and qualitative nature, a wide bibliographic review was carried out (based on authors from Didactics, Philosophy of Education, History of Education, Teaching of Geography, among others) and also documentary analysis. As a starting point, the systematization of tendencies was chosen: traditional, renewed non-directive, renewed progressive, technicist, liberating, libertarian and social-critical of the contents. Subsequently, these tendencies were linked to the analysis of the contents of Geography, to textbooks, to the study proposals of the milieu / fieldwork and also to the curricular guidelines (CENP Proposal, National Curriculum Parameters and Common Curricular National Base). As a result, it was concluded that there are no isolated periods with regard to the influence of certain tendencies and that, nowadays, there is a recovery of assumptions from the past, which are widespread as being innovative. Finally, the relevance of this work is justified, among other reasons, by the fact that it provides a subsidy for a more conscious teaching practice about its pedagogical and epistemological foundations and also to assist in the search for the origins of ideas that circulate about the teaching of Geography.