A Geografia Escolar no IF Goiano numa perspectiva da Educação Profissional Técnica de Nível Médio (EPTNM): propostas e práticas

Abstract

The theme addressed in this research is the teaching of School Geography at IF Goiano from the perspective of Professional Technical Education at the Secondary Level (EPTNM): proposals and practices, with the general objective of understanding the potential of School Geography in its integration with Professional Technical Education. More specifically, the objectives were: a) To identify the educational policies implemented at IF Goiano to promote the integrated curriculum in Integrated Technical Secondary Education and its articulation with the Geography of the National Common Curricular Base (BNCC); b) To recognize the core of School Geography in the proposals and practices in Integrated Technical Secondary Education at IF Goiano; c) To characterize the teaching practices of Geography in Integrated Technical Secondary Education at IF Goiano, identifying the effectiveness of the didactic approaches to geographical content in this practice; d) To analyze the dimension of integration of Geography with the other curricular components of Professional Technical Education at the Secondary Level for the implementation of proposals for Integrated Technical Education at the Secondary Level at IF Goiano. The research problem lies in the observed fragility of this integration, demonstrating the need to develop a concrete and functional articulation between the systematized knowledge of Geography from the National Common Curricular Base (BNCC) and the knowledge of the curricular components of Vocational Technical Education. The methodological approach developed was based on qualitative research, guided by the dialectical method, consisting of the following steps: theoretical research, documentary research, and field research. Semi-structured interviews were conducted for data collection. Illustrations were made with photographic records and maps. Thus, the application and subsequent analysis of the Didactic Mediation Proposal and the Didactic Path formulated by Cavalcanti (2014, 2019) and Portela (2017) were carried out, which prove capable of integrating Geography into Vocational Technical Education without losing its specificities and the constitutive core of the science. The results of this thesis demonstrate that School Geography has potential for integration with Vocational Technical Education, provided it promotes a systematized and intentional teaching practice, mediated towards the purpose of meaningful teaching and learning and the civic education of students. Regarding the integrative didactic-pedagogical practice in Geography, it involves the pursuit of establishing the inseparability between disciplinary knowledge and pedagogical knowledge. Thus, it was found that the integrative pedagogical practice in Geography shows numerous possibilities for realizing the integration of Geography into the curricular components of Vocational Technical Education in a concrete, effective, and functional way. Therefore, it was concluded that the contributions of teaching School Geography in Integrated Technical High School are linked to the need for didactic-pedagogical guidelines capable of supporting both didactic mediation and the specific didactics of the area, in addition to promoting a transformative and feasible teaching practice within the institutional context in which teachers are involved. Furthermore, such guidelines should serve as tools capable of fostering creativity and innovation in the teaching profession