Teaching practices and the Geography Curriculum in the State of Rio de Janeiro
DOI:
https://doi.org/10.5212/PraxEduc.v.12i1.0005Abstract
This paper analyzes how the two-month focus present in the Geography Minimum Curriculum (MC) in the State of Rio de Janeiro influences and is influenced by the conceptual approach of the subject geography in the State School Engº Carlos Frederico de Arêa Leão located in the neighborhood of Posse, Nova Iguaçu in the Baixada Fluminense. The methodology employed was qualitative, applying the theoretical background for this area, mainly based on the contributions of Pontuschka; Paganelli; Cacete (2007), Santos (2013), Farias (2013, 2014), and Caso and Gurevich (2014). The data collection was carried out through interviews with the geography teachers in that school. As the main result, we present an analysis of the different teaching practices approached under a reflexive and contextualized perspective. Thus, it was possible to evidence the relation theory-practice of those teachers through disciplinary and interdisciplinary practices in their everyday action. The conclusion points out that the creation of compact educational systems, many times only to meet the government political requirements, neglects considerations and findings of decades of academic discussion as well as the local needs, in addition to influencing directly the teaching practice and the curriculum application.
Keywords: Geography curriculum. Geography teaching. Rio de Janeiro.
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