O lugar da temática ambiental nas aulas de Geografia do ensino médio: Dos PCNs à BNCC

Abstract

The objective of this work was to analyze the treatment attributed to the environmental theme within the curricular proposal of the area of Applied Human and Social Sciences, according to the National Common Curricular Base for High School. So that we could, from the research technique of qualitative and documentary nature, investigate how the curriculum defined by the higher regulatory instances of teaching allows the teacher to work on the environmental issue in the classroom and that expressive results can be expected in the face of what is required for contemporary education and a teaching of Geography that enables the construction of spatial reasoning. Focusing on the contradictions of what is and what should be worked in the classroom, we dialogue about the proposals for the curriculum, the possibilities and the interferences suffered by the social, political, economic, cultural, among others, in education. In aid of this study, it was necessary to open a range of knowledge about the curriculum offered for high school, as well as its meanings and ideologies. Thus, it was necessary to investigate the difficulties, especially with regard to the changes imposed by the BNCC and the New High School, impacted by the neoliberal influence, which act directly in the training of teachers, in the textbook and in the teaching of Geography within the area of Applied Human and Social Sciences. Because of this, it was necessary to devote special attention to the analysis of the collection of textbooks Moderna Plus, 2020, used by teachers in the State of Paraíba and its curricular proposal on environmental issues. In response to the research elaborated, we developed a final product in the form of an Application, bringing a didactic guide with didactic sequences on environmental themes and a support with texts, videos, music, which can assist teachers in the debate in the classroom on topics related to the environment. Given the above, we hope that this research can contribute to future readers, who may be interested in the subject at hand, so that it can also become an initial step for other theoretical constructions that analyze the environmental theme in the Geography curriculum, in the context of the changes promoted by BNCC.