Ensino de Geografia: perspectiva histórico-curricular no Brasil republicano

Abstract

Studying and teaching Geography means the meeting the challenge of reconstructing the path raced by the geographical science, from the studies considered as non-formal geography to systematized knowledge, the status of which was acquired in the nineteen century. When studying the teaching of Geography in a historical-curriculum perspective we have as central theme that the teaching of Geography in schools of Brazil is actually a state school Geography. As the central problem of the thesis we defined: which did the teaching of geography mean in a historical perspective of the context of the education in Republic Brazil between 1981 and 1996? This former represents the first years of official Republican reform and the latter the most recent. We define as the general objective to study the teaching of geography in a historical perspective of history curriculum within the context of education in Republic Brazil. The specific objectives are: to make an analysis on the evolution of geographical science and Geography as a subject, understand the teaching of the subject of geography by taking into account the context of the school curriculum, presenting an analysis of the evolution of the teaching of geography and it place in the various education reforms in Brazil and discuss the history of the school subject, interrelated with the history of the book. Our methodological procedure selected was literature review, which is the type of study and analysis of scientific documents, such as books, encyclopedias, journals, critical essays, dictionaries, and scientific articles. It was found that, in the colonial period, Geography was not considered a subject; in the imperial period, it began to be taught only in some schools and, finally, in the Republican period, was taught initially by non-geographers intellectuals and, only from the years 1930 on, by geographers. Geography is a fundamental subject within the context of Brazilian education, very important from the standpoint, if curriculum and its teaching is also directly related to the production of teaching resources, especially the textbook, produced in Brazil: the nineteenth century, without images, and perfect in the twentieth century, with improved quality and use of images, graphics, maps, figures, among others. With regard to the thesis textbook, was, actually a producer of state action arising from the regulatory legislation of school activity in Brazil, in other words, the Brazilian school geography is actually Brazilian state-school geography, which implies a geography taught taking into account: guidelines, policies and programs emanating from the governing bodies of Brazilian education.