COSTA, B. C. P.; http://lattes.cnpq.br/0136755975465074; COSTA, Bárbara Cardinale Policarpo.
Resumo:
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.