GEOGRAPHY AT THE NATIONAL CURRICULAR COMMON BASE (BNCC): PATHS AND PERSPECTIVES

Abstract

Introduction: The National Curricular Common Base (BNCC) is a normative document, produced by the Ministry of Education (MEC) which defines the organic and progressive set of essential learning that all students must develop throughout the various stages and modalities of Basic Education. When it was promulgated, the BNCC in Early Childhood Education and Elementary Education (EI/EF) became the national reference for the constitution of curricula from school institutions. Objectives: Considering the importance of this document for Brazilian education and Geography, the present study aimed to discuss the entry of school geography in Brazil, the importance of the curriculum component in school curricula and, especially, its presence in the BNCC. In this way, we sought to understand the possible impacts on the teaching-learning process of geography and the implications for teacher training in this area of the school curriculum. Methods: The study followed the methods of qualitative research, with special use of content analysis, choosing as a fundamental source of research the analysis of laws and documents - especially the BNCC EI / EF text. Results: From the analysis of the document, it was verified that the BNCC EI / EF will bring the unification of contents at national level, however, several setbacks have been found that range from the incomplete explanation of the geographic concepts to a scarce reference to field work of pedagogical work of geography. Conclusion: Considering these elements, this dissertation aims to contribute to the improvement of the formative process and pedagogical practice of Geography teachers, pointing out the changes and/or challenges they will face in the promotion of geographic education from the implementation of BNCC EI/EF.