O currículo de geografia para os anos finais do ensino fundamental : da prescrição oficial à prática docente em sala de aula

Abstract

The curriculum plays a central role in shaping educational practices within formal education systems. As a historically situated construct, it evolves over time, reflecting the interests and ideologies of those involved in its creation. At the same time, official curricular guidelines are reinterpreted and reshaped through the pedagogical practices of teachers in school environments. Based on these premises, this study seeks to address the following questions: How do Geography teachers in the final years of elementary education in the Municipal Public Education System of João Pessoa/PB engage with the prescribed curriculum to develop their pedagogical practices, either adapting or introducing new content and knowledge from both educators and students? Which elements of geographical knowledge from the prescribed curriculum are prioritized? What other forms of knowledge are incorporated into Geography teaching? What are the divergences and convergences between the prescribed and practiced curricula? What theoretical framework should support a Geography education that fosters student emancipation within João Pessoa’s municipal education network? In response to these questions, this research aims to examine the relationship between recent curricular guidelines — shaped by neoliberal curriculum policies (such as the BNCC, the Paraíba State Curriculum Document, and the Preliminary Curriculum Framework of João Pessoa/PB) — and the curriculum enacted by a Geography teacher in the final years of elementary education within João Pessoa’s municipal school system. The specific objectives are: to analyze the prescribed Geography curriculum for the final years of elementary education in João Pessoa’s municipal schools; to identify points of convergence and divergence between prescribed and enacted Geography curricula; to assess the teacher’s understanding of the prescribed curriculum; to explore the forms of pedagogical knowledge that emerge within the selected teacher’s curricular practice; and to propose a theoretical framework aligned with the principles of emancipatory Geography education for public school students. To achieve these goals, the study is grounded in qualitative educational research, incorporating document analysis, content analysis, comparative research, and a case study approach, all informed by historical and dialectical materialism. Given that schools embody a distinct school culture and that Geography teachers’ curricular practices are shaped by a range of knowledge forms—including disciplinary, pedagogical, and experiential knowledge—the findings reveal that the teacher’s curricular practice within João Pessoa’s municipal public schools is reshaped by these influences. Although the teacher integrates the knowledge objects and competencies outlined in official curricular guidelines, their pedagogical practice is enriched by additional forms of knowledge related to disciplinary perspectives, teaching expertise, lived experiences, and students’ everyday realities. Finally, this study suggests that, as an alternative to official curricular prescriptions—often designed to train workers and entrepreneurs while promoting social cohesion through "learning to learn" pedagogies—Geography education should be grounded in critical perspectives from both Geography and Pedagogy. Such an approach can contribute to the empowerment of students from working-class backgrounds who attend public schools.