A inserção da disciplina eletiva "Geografia do Ceará" no contexto de implementação do novo ensino médio: o caso da Escola Estadual Governador Adauto Bezerra em Crato/CE

Abstract

This research aims to analyze how the elective subject Geography of Ceará was inserted into the curricular structure of the New High School-NEM, based on the case study of EEMTI Adauto Bezerra in the context of challenges and perspectives of High School Geography. We know that the process of teaching Geography involves some procedures in addition to the syllabus for each grade, such as teacher training and the standards that govern teaching, as well as the construction and implementation of the curriculum and the dimension of the political, historical and social construction of the school's Pedagogical Political Project (PPP); in addition, it expresses for the teaching field the mastery of school content, methodological processes and the didactic function of resources and languages that can contribute positively to student learning, here, we also say, the textbook and others. To this end, we seek to understand the historical and political context of High School-EM and the NEM in Brazil, the perception and configuration of Geography teaching from the perspective of the NEM based on the testimonies of teachers from the school research section. Likewise, we analyzed the presence of Geography in High School through its reconfigurations, such as the elective subject “Geography of Ceará”. This research process had as its spatial focus the EEMTI Governador Adauto Bezerra, located in the Seminário neighborhood, in the city of Crato, in the state of Ceará. In this context, we chose the regional theme as an indicator of the contribution of Geography to the process of training students at this stage of learning, at the same time that this becomes a recurring theme in Elective classes. Methodologically, we analyzed documents that govern teaching, namely: National Common Curricular Base-BNCC; Law of Guidelines and Bases for EducationLDB 13,415/2017; Ceará-DCRC Referential Curriculum Document; Pedagogical Political Project-PPP. In the same direction, we take a restless look at textbooks, offered by the Ceará-SEDUC-CE Department of Education to assist the teacher's practice in the classroom and student learning. We forwarded this research as a case study to understand how the NEM proposal was received by the state education network (in Ceará) and, specifically, by the school in our empirical study. To this end, we seek to conclude with a diagnosis of how the New High School was inserted into that school, based on the speeches of the protagonists of this research, as well as an understanding of the methodologies and practices used to teach classes, pointing out the challenges and perspectives for teaching/learning in the midst of the experiences of this context. We consider that the New Secondary Education-NEM has been a period of testing. In these, many of the standards were established, tested and no positive results were obtained. In this way, new changes and adaptations were made to the school curriculum in order to achieve good results in teaching practice and student learning.