GEOGRAPHY TEACHING IN THE SÃO PAULO CURRICULUM: ANALYSIS OF REFERENTIAL AND METHODOLOGIES INDICATED FOR WORKING WITH CARTOGRAPHY
Keywords:
BNCC, Curriculum Reorganization, DidacticAbstract
As of 2016, an effective construction of curricular reorganization in basic education schools continues in Brazil. This context led to the so-called National Common Curricular Base (BNCC). As a result, the state of São Paulo has a program called “Currículo Paulista”, seeking to resize its curriculum supported by BNCC. In this context, the “Cadernos do Professor” was published in the state proposal, with guidelines on theoretical and methodological references for the development of classes based on the skills and competences listed by the new base. Thus, this work sought to present an analysis from the survey on the references and methodologies indicated by the teacher's notebook for working with cartography in high school in the state of São Paulo. The material that has such evidence is the Notebook of Professor Volume 01, with proposals for the 1st bimester of the 1st year. The conclusion is reached that the prevalent theoretical supports are the academic technical-cartographic references, produced since 2007, mainly national, with subsidies from official bodies for the collection of cartographic information. Didactic methodologies are not innovative as suggested by the debate around the BNCC, making proposals already widely used by schools, such as lectures, seminars and text readings, which implies the need for studies on the consistencies and impacts of curricular changes observed.
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