Análise do Discurso do Currículo Mínimo de Geografia do Estado do Rio de Janeiro

• Ano de defesa: 2019
• Autor(a) principal: Pereira, Yan Marllon da Silva
• Outros Autores: [e-mail]
• Orientador(a): Sacramento, Ana Claudia Ramos
• Banca de defesa: Simão, Mario Pires , Marques, Roberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Geografia - Faculdade de Formação de Professores (FFP)
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: Brasil
• Palavras-chave em Português: Neoliberalismo; Políticas Curriculares; Habilidades e Competências; Currículo Mínimo de Geografia; Conceitos Geográficos
• Palavras-chave em Inglês: Neoliberalism; Curriculum Policies; Skills and competences; Minimum Geography Curriculum; Geographic Concepts
• Área do conhecimento CNPq: CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/25085

Curriculum is a form of teaching organization that involves from the skills that the student is intended to achieve, the objectives, through the pragmatic content and ending in the assessment of learning. It is well known that what should be embedded in a curriculum is closely linked to what is important to society at a given time. Thus, assuming that no curriculum document is neutral, but composed of political, economic and social interests, this paper will take into account that, as it entered into force in 2012, the Minimum Curriculum structured by skills and competences began to determine the content of geography that should be taught in Rio de Janeiro state education networks, being directly linked to the neoliberal political-pedagogical proposal of thinking and proposing education and geographic discipline, aiming at a quantitative improvement in education rankings at national levels. and worldwide. Given this curricular proposal and this pedagogical political scenario, this study will seek to investigate the conceptual conceptions present in the minimum geography curriculum, in order to understand the real role of this document in delimiting geographic contents. Therefore, the methodology to be used will be discourse analysis, as it will allow understanding how the texts described from the conceptions: theoretical, methodological, ideological and political appear. Thus, the methodological procedures are: to analyze the discourses present in the skills and competences of this curricular document in order to understand which conception of Geography has been presented in the curriculum, to then reflect on the relevance of this document to the teaching of geography. Therefore, it is concluded that the CM of Geography does not work effectively with just a theoretical-methodological conception of geography, but rather with a mixture of both currents of geographical thought, and with emphasis on traditional, which, unlike the others, appears with more frequently throughout the document, sometimes addressing geography within an NHE framework.