Os Parâmetros Curriculares Nacionais de geografia: uma abordagem metodológica.

Abstract

The official curriculum is presented as a tool that influences the learning process in basic Education setting , from the definition of thematic teaching to the organization of textbooks and their critical reflection by teachers of geography in education. Thmking about these questions, we undertook in this monograph, a discussion of the methodological elements that guide the teaching o f geography from the National Curriculum Guidelines published in 1998 . Accordingly, the primary goal of this work was connected to the understanding of the proposed teacMng of this subject. Based on the defined objective, we initially performed a brief historical overview and discussion o f some theories related to the curriculum, in order to discuss their influence on teaching processes. From this, we discussed how the National Curricular Parameters are interrelated with these curricular theories presented by Sacristan (2010 ) , identifying the proposed organization o f learning from the developed to the Brazilian State in the 1990 curriculum policies , the from the relations of the Law o f Guidelines and Bases o f Education 1996 . based on this analysis and the establishment of a set of criticisms about the preparation and the document setting process, pointing up the need for organization of the curriculum developed in cooperation as a means to promote a significant education bound by the everyday relationships; the experiences of the students; and considers that the existing advances and problems in the context of schools. Finally, from the analysis of the methodological dimension of the document directed the orientation of geography teaching in the 3rd and 4th cycles of Basic Education, pointed out the way they organize some geographic categories ; cross-cutting themes ; interdisciplinary proposals and possible advancements in physical relationship x Geography Human Geography.