CRITICAL-REFLECTIVE ANALYSIS OF SECONDARY EDUCATION REFORM: THE TEACHING OF GEOGRAPHY IN QUESTION

Abstract

The purpose of this article is to point out some reflections about the end of the compulsory teaching of Geography in High School and its implications in the process of critical, intellectual and citizen training of the student. Based on a literary review on the role of Geography in the school context and the critical analysis of Law 13,415 of February 16, 2017, which approves the reform in the last stage of Basic Education, it seeks to discuss the vertical implementation’s process of this norm, as well as the relevance of this area of ​​knowledge in the composition of the common core, which is compulsory in the three years of secondary education. It also seeks to provoke a reflection on the context of series attacks on Brazilian democracy through measures of character, essentially neoliberal implanted in recent times, whose repercussion compromises the offer of public education, free of charge and quality. Dialectically, this discussion covers the main points established, such as the payment of education and the real conditions of the school; the composition of the new curriculum for High School and the secondary position given to some areas of knowledge, such as Geography; the primacy accorded to technical education in terms of hours; and, the advantages for the professional performance (with well-known knowledge) and the devaluation to the professionals of the teaching profession. This research defends the obligatory offer of Geography, since the recognition of the spatialities of phenomena, the knowledge of the world, the construction of citizenship and the understanding of inextricable contemporary social realities, is due to its attributes through themes and geographical categories. In these reasonings, it believes in an education that contemplates the human formation and not that which appropriates the student, as human capital to foment the capitalist development.