Modificações ocasionadas pela reforma do ensino médio na Paraíba: a disciplina de geografia no currículo.

Abstract

The ways in which recent educational reforms occurred, specifically in the High School stage, raised questions, given the impact it had on subjects that had already been part of the curricula for a long time. For this and other reasons, it is also necessary to consider the ways in which they arrived in different education networks and under which discourses they were consolidated. Therefore, the main objective of this study is to identify the changes caused by the High School Reform in Paraíba, particularly in Campina Grande, focusing on the Geography subject based on the curricula of public and private schools. To achieve the specific objectives, a bibliographic review was carried out on authors who discuss topics such as Teaching Geography, Curriculum, Education, Power, etc., namely: Sacristán (2000), Albuquerque (2021), Freitas (2018), Raffestin (1993), among others. This review was accompanied by an analysis of the main laws, decrees, ordinances and documents that helped and guided the consolidation of these changes in education, through an, above all, qualitative approach. Through such procedures, it was verified the existence of differences in the presence/absence of a significant number of Geography classes in the state, federal and private networks, with the latter having the largest number of class hours, when compared to the two other networks. . However, even though the first two were public, the state one was where there was the biggest reduction. Thus, it was possible to verify that, from idealization to consolidation, the reform is related to private agents, acting through the Neoliberal ideology that has advanced more vigorously in recent years in the educational sphere, conceiving it as another way of raising profits. and reproduce its ideals, aiming at the uncritical formation and subordination of a social class.