Currículo de Geografia e a contemporaneidade: como fica a questão da regionalização do espaço brasileiro no contexto da globalização?

Abstract

The regional approach has always been present in the curricular components of School Geography. With Globalization and the resulting challenges in Brazilian education, there have been changes in the nationally unified curricular proposals for High School, whose expression is the National Curricular Parameters (NCP), which includes School Geography. In this sense, the main questions in this study are: How does the regional approach of the Brazilian space in the teaching of Geography in globalized world? With Globalization, the concept of region disappears from the curricula of Geography taught in High School? If the concept disappears, what are the implications for the training of Brazilian students? Which regionalization proposal is best suited to the processes of the contemporary world in schools? In order to answer these questions, we use the methodologies of bibliographic research and documentary analysis, which took the NPC of Geography for High School as a document of analysis. In the theoretical conceptual framework, the study constitutes a qualitative research approach. As a final result, the investigation revealed that, in the curriculum proposal of Geography NCPs for High School, the concept of region does not appear and, consequently, does not include a regionalization of Brazilian space. In this way, the document legitimizes the idea that regions do not remain in the face of the Globalization process, which is a loss for Brazilian students. On the contrary, it is verified that the region, although mitigated nowadays, does not disappear and is manifested in other categories of analysis. On the other hand, it is emphasized that Globalization is not able to homogenize the whole space. Actually, It reinforces the spatial differentiations, which makes the region and regionalization more present in contemporaneity.