A produção de material didático tendo como referência a escala local/regional e a formação continuada de docentes da rede básica de ensino de Goiás

Abstract

This paper provides information and results of research carried out by the Research Network on Education in the City (REPEC), created in 2007. This paper brings up research information resulted from investigations by the Network in City Teaching Research (REPEC), created in the year 2007. REPEC’s objective is to develop studies alongside basic school teachers, aimed at analyzing demands, doing reflections and producing didactic materials. In this paper, the reference is the most recent research by its team members. It concerns the project intitled “Geographical contents in Local/Regional Scales in the context of the National Exam of High School (Enem)”, realized during the 2017-2020 period, which had the analysis of educational policies for the High School as one of its objectives, particularly in regards to possibilities of approaching geographical contents in local/regional scale at classrooms. The justification for such an analysis was based on the perspective that the Enem has been constituted as an instrument/reference, on a national scale, in the selection for entry into Higher Education at Federal Institutions and for other student assistance programs and thus influenced in the curriculum practiced at school. The scale privileged by Enem raised a problem for the team: would it be possible or even necessary to address themes in High School on a local scale in view of this privilege of the national scale in Enem? During the research, in order to try out alternatives to these possibilities, the group of participatingteachers raised the demand to produce teaching material with a focus on urban themes in Goiás, with the concern that the material would help in other scalar relationships. This demand resulted in the development of teaching material entitled “The city-country relationship in the territory of Goiás”. It is considered that the development of the research had positive results in the use of the material to work with the theme in high school and allowed, from an analysis of a local reality, to relate the phenomenon in other scales, enabling a multiscale analysis. The importance of working with scalar reasoning is justified by the need to understand the spatial arrangement and, beyond that, the existing connection between different locations, based on the phenomenon to be analyzed. In addition, it contributed to the professional development of the team. Thus, we believe that collaborative research and the construction of teaching material are important elements in the search for a meaningful Geography for teachersand students.