SILVA NETO, Manoel José da.
Resumo:
This work aims to analyze the relationships between geography, space, and power that animate knowledge practices triggered by the Common National Curriculum Base (BNCC) in the final years of elementary school. I have sought to elaborate the BNCC in the contemporary political and educational panorama, taking as a reference the government practices that operate from it to describe the conceptual thematic. The methodological organization recommended from Geography in the curricular document in question to confound the implementation of competencies and skills present in the BNCC and propose strategies for elaborating contextualized practices of geographic knowledge based on the guidelines established by the BNCC. The research divided into six methodological steps to carry out the investigation, namely: a - Organization of sources for the study and bibliographic survey of the primary authors and concepts, Construction of a mental map with the main ideas to facilitate the understanding of the reflections, breading, reflections and writing on the subjects/authors and the BNCC in the Final Years of Elementary School, c- Construction of figures and maps to organize and locate the research, Construction of a framework containing the Organization Methodology aims to manage the methodological procedures contained in the BNCC, for each geographic content, e- Problematizing theoretically the competences and abilities directed to the teaching of Geography, f-Writing of the final considerations. At the end of these methodological steps, 3 chapters were made, distributed in the following orders: 1st "A Brief Report and a Landing in Education: from yesterday to today", which contains the paths I traced to the arrival in Education, Geography and BNCC; In the 2nd "The Common National Curriculum Base and public policies in education, I bring in it the conceptions of policy and public policies, problematize the notion of what the Curriculum is and how it is conceived, as well as the emergence and implementation of BNCC and the reverberations that its implantation caused for Education, for Politics and for Economy; The 3rd "Geography in Elementary School Final years in the depths of BNCC: concepts, themes and methodological approaches", debate about which geographies exist at BNCC, what Competence and Ability is and how they are inserted for the teaching of Geography. Thus, such folds made it possible to identify critical points such as the BNCC's strong inclination towards the world of work, the absence of essential definitions for understanding geographic reasoning.
