SILVA, M. B.; http://lattes.cnpq.br/9360923693062228; SILVA, Mateus Barbosa da.
Resumo:
Since 1990, Brazil has begun to use the neoliberal doctrine in the definition of its policies.
Education became the focus of action also of the neoliberal development model, causing effects
that range from changes in legislation, passing through speeches included in the curriculum,
and getting to the school. It is inside of this political context that the Integral Citizen Schools
(ECI – Escola Cidadã Integral) emerge. This school model is based on curricular and
management changes that end up transforming the daily work of teaching. The objective is to
analyze this School model considering the implementation of Geography-themed rooms and
their repercussions for the teacher's work and the geography learning. The research carried out
during the COVID-19 pandemic period (between 2020 and 2021) and complemented in 2022
for the presentation of this course conclusion work. Bibliographic survey and literature reviews
were realized to know the implementation process of this school model in Paraíba. Texts about
ambient rooms and their methodological possibilities were also analyzed. Trying to understand
the functionalities of the room, we visited school and knew geography teachers. Themed rooms
represent a break from the traditional use of classroom space. They are spaces where the classes
provided for in the curriculum are held, which should be equipped with technological resources
and set according to the discipline they cover. The organization of this type of environment in
the ECI model, however, involves the direct action of teachers and is not always accompanied
by the provision of necessary resources.
