O espaço agrário brasileiro no currículo de Geografia: discutindo o valor social da terra
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Data
2019-02-28
Autores
Lima, Barbara Silva Alves de
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Universidade Estadual Paulista (Unesp)
Resumo
A questão agrária no Brasil está ligada à história da colonização e exploração das terras, envolvendo interesses econômicos e sociais na posse de territórios. Entre os interessados estão aqueles que necessitam da terra para promover sua sobrevivência e seu sustento e os que enxergam nela apenas seu valor econômico de mercado. Esta dissertação tem o objetivo de analisar os documentos oficiais curriculares de Geografia voltados ao Ensino Fundamental Anos Finais que orientam a prática do professor em sala de aula, buscando nos conteúdos analisados subsídios que demonstrem a intencionalidade, subjetiva ou não, dos temas ligados ao espaço agrário brasileiro. A metodologia da pesquisa consistiu em analisar tais documentos por meio do método de Análise de Conteúdo desenvolvido por Bardin (2016). Com base nessa metodologia selecionou-se a categoria “Questão agrária” para buscar nos documentos o objetivo pretendido. Os documentos analisados são: Os Parâmetros Curriculares Nacionais – terceiro e quarto ciclos do Ensino Fundamental, Geografia (PCN, 1998); Currículo oficial do Estado de São Paulo – Ciências Humanas e suas tecnologias, Geografia (SÃO PAULO, 2012) e o Material de apoio ao Currículo oficial do Estado de São Paulo – Caderno do Professor, Geografia, Ensino Fundamental anos finais (SÃO PAULO, 2014). Além disso, a partir da análise dialética da questão agrária brasileira, foi desenvolvida uma proposta metodológica para a prática pedagógica do ensino de Geografia, em especial, sobre o “espaço agrário brasileiro”, a ser aplicada aos alunos do 7º ano do ensino fundamental. Para tanto, tomou-se como referencial teórico e metodológico a Pedagogia Histórico-Critica (SAVIANI, 2013). Com o desenvolvimento da proposta metodológica, houve a elaboração de um objeto digital de aprendizagem, denominado “Revisitando o espaço agrário brasileiro nas aulas de Geografia”, que contempla atividades de maior interação dos alunos com a temática da pesquisa. Como resultado constatou-se que o conteúdo previsto nos documentos curriculares oficiais de Geografia analisados contempla a questão agrária numa perspectiva simplista e acrítica, não sendo capaz de promover a transformação de conceitos pré-estabelecidos pelo senso comum e de oferecer subsídios teóricos que demonstrem a relação de classes presente na posse da terra.
The agrarian question in Brazil is linked to the history of colonization and exploitation of lands, involving economic and social interests in the possession of territories. Among those who are interested are those who need the land to promote their survival and livelihood and those who see it, only their economic market value. The purpose of this dissertation is to analyze the official curricular documents of Geography, directed to Elementary Education II, which guide the practice of the teacher in the classroom, seeking in the analyzed contents, subsidies that demonstrate the intentionality, subjective or not, of the themes related to Brazilian agrarian space. The research methodology consisted in analyzing such documents through the method of Content Analysis developed by Bardin (2016). Based on this methodology, we selected the category "Agrarian question", in order to find the desired objective in the documents. The documents analyzed are: The National Curriculum Parameters - third and fourth cycles of Elementary Education, Geography (PCN, 1998); Official curriculum of the State of São Paulo - Human Sciences and their technologies, Geography (SÃO PAULO, 2012) and the Material of support to the official Curriculum of the State of São Paulo - Teacher's Notebook, Geography, Elementary School final years (SÃO PAULO, 2014). In addition, from the dialectical analysis of the Brazilian agrarian question, we developed a methodological proposal for the pedagogical practice of Geography teaching, especially on the "Brazilian agrarian space", to be applied to the 7th grade students. For that, we take as theoretical and methodological reference the Historical-Critical Pedagogy (SAVIANI, 2013). With the development of the methodological proposal, we have developed a digital learning object, called "Revisiting the Brazilian agrarian space in Geography classes", which contemplates activities of greater interaction among students with the theme of our research. As a result, we verified that the content of the official Geography curriculum documents analyzed the agrarian question in a simplistic and uncritical perspective, not being able to promote the transformation of concepts pre-established by common sense and to offer theoretical subsidies that demonstrate the relation of classes present in the possession of the land.
The agrarian question in Brazil is linked to the history of colonization and exploitation of lands, involving economic and social interests in the possession of territories. Among those who are interested are those who need the land to promote their survival and livelihood and those who see it, only their economic market value. The purpose of this dissertation is to analyze the official curricular documents of Geography, directed to Elementary Education II, which guide the practice of the teacher in the classroom, seeking in the analyzed contents, subsidies that demonstrate the intentionality, subjective or not, of the themes related to Brazilian agrarian space. The research methodology consisted in analyzing such documents through the method of Content Analysis developed by Bardin (2016). Based on this methodology, we selected the category "Agrarian question", in order to find the desired objective in the documents. The documents analyzed are: The National Curriculum Parameters - third and fourth cycles of Elementary Education, Geography (PCN, 1998); Official curriculum of the State of São Paulo - Human Sciences and their technologies, Geography (SÃO PAULO, 2012) and the Material of support to the official Curriculum of the State of São Paulo - Teacher's Notebook, Geography, Elementary School final years (SÃO PAULO, 2014). In addition, from the dialectical analysis of the Brazilian agrarian question, we developed a methodological proposal for the pedagogical practice of Geography teaching, especially on the "Brazilian agrarian space", to be applied to the 7th grade students. For that, we take as theoretical and methodological reference the Historical-Critical Pedagogy (SAVIANI, 2013). With the development of the methodological proposal, we have developed a digital learning object, called "Revisiting the Brazilian agrarian space in Geography classes", which contemplates activities of greater interaction among students with the theme of our research. As a result, we verified that the content of the official Geography curriculum documents analyzed the agrarian question in a simplistic and uncritical perspective, not being able to promote the transformation of concepts pre-established by common sense and to offer theoretical subsidies that demonstrate the relation of classes present in the possession of the land.
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Palavras-chave
Currículo oficial paulista de Geografia, Ensino de Geografia, Espaço agrário brasileiro, Questão agrária, Valor social da terra, Official São Paulo geography curriculum, Teaching geography, Brazilian agrarian space, Agrarian question, Social value of the land