A geografia no ensino médio: análise do conteúdo das políticas curriculares entre 1999-2018

Abstract

The present work proposes to analyze the Brazilian Federal High School curricular documents, between 1999 and 2018, in order to investigate possible changes, alterations or even loss of space in the Geography discipline. It is, therefore, a qualitative, documentary research, carried out from the content analysis defined by Franco (2008). In which, the introductory material of the curricular documents and the contents referring to school geography will be analyzed, considering the political and economic context of elaboration and implementation of the respective documents. The present research also seeks to analyze the last published curricular version, the BNCC (2018), in order to draw a general framework of its proposal, considering the discipline of Geography for High School, as well as the concept of "youth" developed by the said document. This is because, as stated by several authors, such as Sacristán (2000), the development of research on federal curricular documents is extremely important, as they allow the development of analyzes on curricular proposals, which correspond to documents that guide curricula and school knowledge. It also contributes to the debate about the quality of Brazilian educational teaching, which, as can be seen in the research, is influenced and guided by demands from the economic, political and cultural sectors of Brazilian society and by international organizations. As is the case with the base, the guiding document of the High School Reform, which is in progress, significantly and imposingly changing the training offered for this type of education.