Os currículos de Cascavel (PR) e Bauru (SP) à luz da pedagogia histórico-crítica : uma análise do ensino de Geografia

Abstract

The object of study of this research was the relation between the teaching of geography and the school education curriculum, having as empirical references the curriculums of Cascavel (PR) and Bauru (SP). The aim was to evaluate the advances and limits of the Geography municipal curricular proposals of public schools in Cascavel (PR) and in Bauru (SP) for the advancement of historical-critical pedagogy. In more specific terms, to identify how the curricular proposals of Geography in Cascavel (PR) and Bauru (SP) incorporated the historical-critical pedagogy; to check if there were differences and similarities between these curricular proposals; to elucidate which conception of Geography was revealed in the proposals of these materials to think about the teaching of Geography. The method was dialectical historical materialism, consistent with documentary analysis of the municipalities and the states in question. The direction of the research was based on the understanding that critical education forms critical human beings; in turn, it can direct collective and individual emancipation. Therefore, the main theoretical references consisted of: Duarte (1994; 2001; 2001a; 2011; 2016), Marx (2004; 2007; 2008; 2011; 2013), Saviani (2008; 2013; 2011) and Gama (2015). The curriculum of the municipality of Bauru (SP) has advanced to some extent; even so, it was limited in terms of curriculum design based on the pedagogy in question. Even in view of the administrative and historical limitations exposed in this research, it is considered that the curricular elaborations were important advances towards the free society, of emancipated and socially equal humans. Fundamental contributions to collaborate with the accumulation of knowledge of humanity and the interconnection of all to their own history: the history of an emancipated humanity