A prática docente e o ensino de geografia na escola cívico-militar: a sala de aula como trincheira e o professor de geografia como resistência - um estudo em Maracanaú-CE

Abstract

This monograph investigates the impacts of the civic-military model on the teaching of Geography at the E.C.I.M. Professor José Maria de Barros Pinho school in Maracanaú-CE. The study sought to understand how the implementation of this management model, established by the National Program of Civic-Military Schools (PECIM) in 2019 and, subsequently, maintained by municipal initiative in Maracanaú through Municipal Law No. 3,385 of May 10, 2023 , affects teaching practices and student learning in Geography. Specific objectives included investigating the model's influence on pedagogical approach and content, evaluating the effects of structural conditions and technological resource availability on teaching practice and learning, and understanding the importance of the teacher-student relationship in the civic-military school environment.The qualitative research was based on documentary research and participant observation conducted during supervised curricular internships I and III in Geography. The results revealed that, although the school showed infrastructure improvements during the transition to the full-time model, such as air-conditioned classrooms and digital whiteboards , militarization imposed a standardized and controlling school routine. This new dynamic, characterized by uniforms, queue formation, and the constant presence of military personnel , appears to limit students' autonomy and critical thinking. The removal of human rights posters from school corridors, observed in Internship III , indicates a restriction of freedom of expression and an impoverishment of the pedagogical environment. The analysis highlighted the importance of the relationship between the Geography teacher and the students. The performance of the supervising internship teacher, who promoted debates on racism and xenophobia using resources such as the film "Cabeça de Nêgo" , and encouraged interactive activities with the use of technologies like Canva , proved crucial in mitigating the effects of militarization and fostering students' critical thinking and creativity. The student survey revealed a predominantly positive perception of the Geography teacher, highlighting her teaching methods, kindness, and ability to explain content understandably. Students' self-assessment of their Geography learning was also positive, with most considering themselves "Good" or "Excellent". It is concluded that the civic-military model, despite investments in infrastructure, challenges critical civic education, but the teacher's pedagogical mediation can mitigate these impacts.