Carolina BUSCH PEREIRA, Universidade Federal do Tocantins, Brazil
Sonia Maria VANZELLA CASTELLAR, Universidade de São Paulo, Brazil
Raul BORGES GUIMARÃES, Universidade Estadual Paulista, Brazil
This paper aims to address how Geography and its epistemological status have been organized in the Brazilian basic education curriculum. Making Geography a relevant subject was a process that involved disputes during the development of the Brazilian Common Core Curriculum (BNCC – Base Nacional Comum Curricular (Castellar, Pereira, Guimarães, 2021). In that context, we intended to offer a geography vocabulary as a reference for geographic education. In our understanding, a powerful knowledge of Geography should conform to teachers and schools, by respecting their local diversity and realities, whilst preserving a common basic curriculum and guaranteeing equity and equality of access to Geography's own collection its categories, principles and language (cartography) (Castellar, Pereira, Guimarães, 2021). By studying Geography, we expect students to be able to read and understand reality in spatial terms, perceiving the space where we live and its relation with others deriving from geographic situations (Silveira, 1999; Santos, 1996). Consequently, school Geography is empowered by a curriculum that focuses on the geographic situation, once it demands understanding of the reality mobilizing from the epistemological statute for the development of geographic reasoning. As a result, the design of Geography in the BNCC tried to recover the epistemological status of the geographic science with an eye to enhance its presence in the school curriculum and, at the same time, to make it possible for the student to read the world and the reality from where they live, by relating other scales of analysis (Santos, 1996). A powerful Geography education is based on the development of reasoning that allows students to understand the relationships, connections and distributions of phenomena in the territory at different spatial and temporal scales (Mérenne-Schoumaker, 2012; Young, 2009).
Keywords: geographical reasoning|curriculum|education|BNCC|Brazil