THINKING ABOUT CURRICULUM POLICIES: IMPRESSIONS IN THE DEBATE ON GEOGRAPHICAL REASONING
In this article I discuss the idea of geographical reasoning, which is relevant to the proposal of the National Curriculum Commom Base (BNCC). I focus on productions focused on the subject seeking to understand meanings that are posed in circulation in curriculum policies for Geography. I approach...
| Autor: | |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Revista Signos Geográficos |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/70139 |
| Acceso en línea: | https://revistas.ufg.br/signos/article/view/70139 |
| Access Level: | acceso abierto |
| Palabra clave: | políticas de currículo raciocínio geográfico Base Nacional Comum Curricular (BNCC) Educação Básica desconstrução curriculum policies geographical reasoning Common National Curriculum Base (BNCC) basic education deconstruction políticas curriculares razonamiento geográfico Base Curricular Nacional Común (BNCC) educación básica deconstrucción |
| Sumario: | In this article I discuss the idea of geographical reasoning, which is relevant to the proposal of the National Curriculum Commom Base (BNCC). I focus on productions focused on the subject seeking to understand meanings that are posed in circulation in curriculum policies for Geography. I approach these productions from the dialogue with authors of the curriculum field, such as Lopes and Macedo, as from the incorporation of deconstructionist thought, by Derrida, and the discourse theory, by Laclau. I think of curriculum policy as a more broad and uncontrollable textualization, not restricted to documents or legislation, structures or essentialisms. In this sense, I ponder that the intellectual productions turned to the subject of geographical reasoning do not only tend to influence, as they constitute part of the curricular production, and can be interpreted as moments of a wider politics. During the approach to the empirical material, I highlight normative meanings in the proposals for the school, which can be interpreted as a form of combat or limit it as a context of cultural production, as well as constituting restrictions to plural forms of reasoning in Geography. I defend, conclusively, to be powerful to broaden the perspective on the Geography that happens in the school as a part of what are negotiated meanings of science, everyday life, experiences, emotions and unforeseen events. I argue that such expansion makes it possible to think about the proposal of public policies in curriculum with a focus on valorisation schools, teachers and communities, so that they can define their curricular proposals based on the challenges and issues they deal with in everyday life. |
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