Somos o país em que mais se estuda Geografia em todo o mundo...: Os discursos em defesa da legitimidade da Geografia como disciplina autônoma da educação básica
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Data
2022-03-30
Autores
André, Philipe Braga
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Universidade Federal do Espírito Santo
Resumo
In recent years, the debate on Brazil’s education has centered, among other issues, on those related to the approval of the National Learning Standards (BNCC) and the High School Restructuring (Law 13415/2017). Both promoted a centralization and profoundly changed the meaning of Brazilian secondary education, as well as the legal aspects of curricular policy. The BNCC built new meanings and conferred a new legitimacy for Geography as a subject of Elementary Education. For High School, by the new proposed model, the knowledge of Geography would be dispersed and articulated with other subjects in the broader context of the area of Applied Human and Social Sciences, as a non-mandatory discipline. The centrality of the BNCC and the Restructuring implied the emergence of the needs to defend the presence of Geography as a mandatory subject in high school. Furthermore, the meanings hegemonized by the Learning Standards for Elementary Education, became the target of discussion, criticism, denial and opposition to other meanings by a diversity of social groups. Then emerged a discursive moment, categorized by the rapid emergence of an intense and diversified discursive production about these events. Taking that into account, the main objective of this thesis is to analyze how the discourse of the legitimacy of Geography as an autonomous discipline of basic education and the dispute and negotiation of its meanings in basic education is (re)constructed, throughout the process of elaboration and after the institution of the BNCC and the High School Restructuring. Supported by discursive theoretical-methodological perspectives and dialoguing with French Discourse Analysis and and authors that debate curriculum as discourse, I analyze a series of documents that circulated in the period between 2014 (the beginning of discussions about the BNCC) and 2021 (the deadline for the "alignment” of state and municipal curricula to the High School Reform and the Learning Standards). I analyse open letters, manifestos and public notes in defense of meanings and legitimacy for Geography as an autonomous discipline in Basic Education; critical reports commissioned by the MEC about Geography in the different versions of the BNCC; the three versions of the Learning Standards publicized by MEC and curricular documents prepared by different federation units after the approval of the reforms. In general terms, it was possible to see that the same signifier “crisis” mobilized by the proponents of the reforms, was also activated by those who defended the disciplinary autonomy of Geography at school, but with other meanings. This relationship was built from an understanding that if Geography has the function of re(re)presenting the world, when it is in crisis, its presence is necessary more than ever. Therefore, there is a connection between projects and images created for Brazil, the world and education and the roles assigned to Geography. Similarly, in the documents considered official, the discipline needed to negotiate its autonomy in a context of delegitimization of school subjects, the (re)emergence of the curricular structuring around “competencies and abilities” and its allocation in the area of “Human Sciences”. ”. This resulted in the production of a meaning for Geography as implied in the contextualization of knowledge at school, in the development of a specific competence (geographical reasoning) and a shift of knowledge in “Physical Geography” to a socio-environmental debate, respectively.
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Geografia , Currículo , Discurso , BNCC , Reforma do Ensino Médio