Des-re-territorialização da geografia na política curricular da reforma do ensino médio em Santa Catarina

Abstract

This research is the result of a study that analyzes Geography, as a school subject, in the Base Curriculum of the Território Catarinense do Ensino Médio (2021), in the context of implementing the reform of secondary education in the country. Its general objective is to understand how the implementation process of the New High School in Santa Catarina has been changing Geography in the curricular territory. We tried to problematize some questions, among which we tried to answer: What is the territory of Geography in the curriculum policy of the Base Curriculum of High School in the Territory of Santa Catarina? This investigation is based on a theoretical research, the result of a documental study based on Discursive Textual Analysis – ATD. We seek to highlight, at first, factors, actors and discourses that marked the context of text production and implementation of the educational policy that has been called New Middle School (NEM). Afterwards, we continue with the path of analysis of the state's adherence, focusing on the curricular policy of high school in Santa Catarina and interferences in the curricular territory of Geography in the area of Applied Human and Social Sciences in this process. With the prospecting elaborated between the first and second chapters, we will argue in the third chapter that a process that we call de-re-territorialization of Geography is underway, as a school subject, in the curriculum policy aimed at High School in the state, a result of, by at least three shifts, namely: i) from its conquest, as a curriculum subject, to its flexibility; ii) from a disciplinary approach to Geography to the proposition of an interdisciplinary curriculum and; iii) the transition from the fundamentals of the historical-cultural perspective to the submission of Geography to the pedagogy of competences. Our understanding is that such displacements point to openings for a utilitarian/pragmatist educational perspective and, for a relativism in the scope of work with geographic themes, knowledge, concepts/categories, in which at the same time, it can open paths for a dialogue with other curricular components in the area, enhancing an interdisciplinary training, as well as weakening the pedagogical potential of Geography.