Ana Paula GOMES SEFERIAN, FEUSP-USP, Brazil
Camilla Rodrigues MARANGÃO, FEUSP-USP, Brazil
This article presents some reflections based on the results obtained from a doctoral research carried out with undergraduate students at School of Education (FEUSP) from University of São Paulo (USP), Brazil, in 2017. The students were part of the undergraduate programs in Geography teacher education, and secondary and high school teaching. The study analyzed didactic sequences produced by those future teachers and confirmed the importance of the Geography categories of analysis and teaching strategies in the teaching and learning process. This conclusion is in accordance with the specific subject matter knowledge proposed by Lee Shulman’s concept of Pedagogical Content Knowledge (PCK) (1986).
In this research, we chose to combine the geographical categories, understood as the substantive concepts of Geography, and the investigation stages (syntactic structures). This procedure showed the increase in specific knowledge and its relations with school contents. The reflection proposed here consists of analyzing the importance of this knowledge for the development of a Geography curriculum, considering the Brazilian Common Core Curriculum BNCC – Base Nacional Comum Curricular (Brasil, 2018)), which is based on the development of competences. The document implementation still raises debates, controversies and challenges, which we understand as a result of the lack of understanding of how the substantive concepts, the syntactic structures, the school contents, and the competences presented by the document are articulated.
Mots clés : Geographical categories|PCK|Brazilian Common Core Currriculum (BNCC)
A105042AS