Educopédia e o ensino de geografia: emancipação e/ou regulação no currículo do Ensino Fundamental?

Abstract

The paper discusses the use of ICT (Information and Communication Technologies) in two public schools of Secretaria Municipal de Educação do Rio de Janeiro (the city s Board of Education), from the available resources in Educopédia platform, and investigates how technological changes in the world today change the classroons in the view of teachers in order to identify how to incorporate them in the teaching and learning of the geography content. In this sense, it investigates how the geography curriculum, through the objectives, contents and methods defined in the 8th grade of elementary school, available in Educopédia, is organized and is being developed in class. The aim is to identify how the geography teacher use the material available on Educopédia and what their views on them are, their organization and the available activities, and to investigate whether there is evidence of an emancipatory education or if this practice points to conformations and regulation knowledge in pedagogical practice from the content / Geography materials for the 8th year. The methodology considers the point of view of teachers and how they deal with digital learning materials available in Educopédia. Thus, is observations of classes and the platform will be important to see how such use, as well as interviews with teachers involved in the research.