A geografia escolar no contexto da reforma do ensino médio: uma análise para além do lugar

Abstract

The purpose, in this work, is to make an analysis of the consequences for the formative process of secondary students, as well as the damage to the School Geography project, resulting from the release of Geography teaching in all grades of the final stage of basic education, as proposed by Law 13.415 / 2017, which reformulates secondary education in Brazil. Therefore, we strive to understand the reform of secondary education within the totality category (SANTOS, 2006). The applied methodology was based on bibliographical research. We conclude, from the studies carried out, that the release of Geography teaching will contribute to the formation of young people with less capacity for critical understanding of social reality.Certainly, due to not youthful critical view, an ideal scenario will be produced for human submission to technical rationality in this country, as well as for the expansion of rentier capital (verbal information) 1 . In relation to the project of School Geography, which aims to contribute to the development of students' spatial thinking, with emphasis on theirs autonomy to think and act on the world, this reform means a blow. This field of knowledge will no longer be compulsory in the final stage of basic education, when the students, due to their advanced age, have greater maturity to understand the central proposal of this science.