Name: PHILIPE BRAGA ANDRÉ
Type: PhD thesis
Publication date: 30/03/2022
Advisor:
Name |
Role |
|---|---|
| GISELE GIRARDI | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| CARLO EUGENIO NOGUEIRA | Internal Examiner * |
| GISELE GIRARDI | Advisor * |
Summary: In recent years, the debate on Brazils education has centered, among other issues, on those related to
the approval of the National Learning Standards (BNCC) and the High School Restructuring (Law
13415/2017). Both promoted a centralization and profoundly changed the meaning of Brazilian
secondary education, as well as the legal aspects of curricular policy. The BNCC built new meanings
and conferred a new legitimacy for Geography as a subject of Elementary Education. For High School,
by the new proposed model, the knowledge of Geography would be dispersed and articulated with other
subjects in the broader context of the area of Applied Human and Social Sciences, as a non-mandatory
discipline. The centrality of the BNCC and the Restructuring implied the emergence of the needs to
defend the presence of Geography as a mandatory subject in high school. Furthermore, the meanings
hegemonized by the Learning Standards for Elementary Education, became the target of discussion,
criticism, denial and opposition to other meanings by a diversity of social groups. Then emerged a
discursive moment, categorized by the rapid emergence of an intense and diversified discursive
production about these events. Taking that into account, the main objective of this thesis is to analyze
how the discourse of the legitimacy of Geography as an autonomous discipline of basic education and
the dispute and negotiation of its meanings in basic education is (re)constructed, throughout the process
of elaboration and after the institution of the BNCC and the High School Restructuring. Supported by
discursive theoretical-methodological perspectives and dialoguing with French Discourse Analysis and
and authors that debate curriculum as discourse, I analyze a series of documents that circulated in the
period between 2014 (the beginning of discussions about the BNCC) and 2021 (the deadline for the
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\"alignment of state and municipal curricula to the High School Reform and the Learning Standards). I
analyse open letters, manifestos and public notes in defense of meanings and legitimacy for Geography
as an autonomous discipline in Basic Education; critical reports commissioned by the MEC about
Geography in the different versions of the BNCC; the three versions of the Learning Standards
publicized by MEC and curricular documents prepared by different federation units after the approval of
the reforms. In general terms, it was possible to see that the same signifier crisis mobilized by the
proponents of the reforms, was also activated by those who defended the disciplinary autonomy of
Geography at school, but with other meanings. This relationship was built from an understanding that if
Geography has the function of re(re)presenting the world, when it is in crisis, its presence is necessary
more than ever. Therefore, there is a connection between projects and images created for Brazil, the
world and education and the roles assigned to Geography. Similarly, in the documents considered
official, the discipline needed to negotiate its autonomy in a context of delegitimization of school
subjects, the (re)emergence of the curricular structuring around competencies and abilities and its
allocation in the area of Human Sciences. . This resulted in the production of a meaning for Geography
as implied in the contextualization of knowledge at school, in the development of a specific competence
(geographical reasoning) and a shift of knowledge in Physical Geography to a socio-environmental
debate, respectively.
Keywords: Geography; school subject; currículum; discourse; BNCC; High School Restructuring
