BRAZILIAN EDUCATION AND GEOGRAPHIC THINKING: reflections on geography teaching and new high school
Brazilian education has undergone some changes in recent decades, overcoming pedagogical approaches and practices that were merely content and descriptive to act as an important instrument of social transformation and civic education. In view of this, the State began to perceive education as an indi...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal Fluminense (UFF) |
| Repositorio: | Ensaios de Geografia |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/51370 |
| Acceso en línea: | https://periodicos.uff.br/ensaios_posgeo/article/view/51370 |
| Access Level: | acceso abierto |
| Palabra clave: | Enseñanza de Geografía BNCC Nueva Enseñanza Secundaria Ensino de Geografia Novo Ensino Médio Geography Teaching New High School |
| Sumario: | Brazilian education has undergone some changes in recent decades, overcoming pedagogical approaches and practices that were merely content and descriptive to act as an important instrument of social transformation and civic education. In view of this, the State began to perceive education as an indispensable tool for overcoming Brazil’s social problems. In this context, Geography worked in collaborating with the instruction of students, assisting in the development of a better understanding of the world and in the conception of new values and critical sense, contributing actively to the development of Brazilian education. Currently, under the new parameters proposed by BNCC and instituted through the New High School, Geography is relegated to another level, being seen only as a component of the human sciences. This article seeks to reflect on the paths that followed Brazilian education and school geography, dealing with the adversities to be overcome by Geography and its teachers. |
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