Técnica e tecnologias na escola e as repercussões na disciplina de geografia

Abstract

This dissertation investigates the notions of technique and technology in schools and their repercussions on Geography subject. The study is based on the premise that technique is an intrinsic concept to Geography, constitutive of the technical-scientific-informational milieu (MTCI), while technology emerges from technique but currently appears as a hegemonic discourse in contemporary educational policies. The general objective was to analyze these notions from the perspective of Geography to problematize on their repercussions in school. The qualitative research employed dialogical hermeneutics and Discursive Textual Analysis (DTA) to articulate three analytical fronts: 1) theoretical foundation, based on references from philosophy, education, and geography; 2) documentary analysis of the LDB, BNCC, and Digital Teaching Knowledge; and 3) empirical investigation through online questionnaires applied to 29 Geography teachers from the state public network of Santa Catarina. The results reveal a significant discursive asymmetry: in normative documents and teachers' conceptions, the term "technology" appears visibly, instrumentally, and associated with innovation, whereas "technique" remains diluted or invisible, reduced to general didactic procedures and disconnected from its epistemological foundation in geographical science. This invisibility of technique, in contrast to the discursive centrality of technology, limits a critical appropriation of the technical mediations that produce school space and geographical knowledge, reinforcing an instrumental logic that may empty the formative potential of the discipline. The research thus points to the need for teacher training that reclaims technique as a fundamental geographical category, critically articulating it with digital technologies in pedagogical daily life, in order to overcome the instrumentalist view and consolidate geographic education that uses technique and technology as effective mediators in the construction of spatial knowledge.