Políticas de currículo para Geografia: uma abordagem discursiva sobre a centralidade do raciocínio geográfico na BNCC

Abstract

This research addresses the meanings articulated in the hegemonization of geographical reasoning within the Base Nacional Comum Curricular (BNCC) for Lower Secondary Education (Ensino Fundamental Anos Finais – EFAF). It seeks to problematize the attempts at standardization involved in the teaching and learning process of Geography in basic education, insofar as they defend a single type of geographical reasoning as legitimate. Thus, the study asks: what meanings of Geography are being articulated through the hegemony of the signifier “geographical reasoning” in the construction of the BNCC’s curriculum policy for Lower Secondary Education? The general objective is to investigate the processes involved in the hegemonization of discourses around Geographical Reasoning in the BNCC. The specific objectives are: (i) to problematize the Geography BNCC by considering it as a policy of subjectivity control; (ii) to discuss the role of the Disciplinary Community of Geography in the construction of curriculum policy; and (iii) to understand the formation of hegemonies in geographical education and the different discourses that constitute themselves as meaning-fixers of the curricular field. As its interpretative strategy, the research draws on Ernesto Laclau and Chantal Mouffe’s (2015) Discourse Theory, Jacques Derrida’s (2002) deconstructionist perspective, and the studies of Alice Lopes and Elizabeth Macedo (2011) in the field of curriculum. The work proposes to think of the Geography BNCC as a moment within a broader curricular policy, one that tends to provisionally and contextually close the flow of signification. In this sense, the discussion is framed within a post-structural and post-foundational register, dealing with language as opaque, in which discourses are produced through translation processes in relation to alterity. The discursive approach is supported by documentary and bibliographical research, employing the notions of translation, discourse, hegemony, articulation, antagonism, and exclusion as possible interpretative operators of Geography curriculum policy. It calls attention to the precarious and provisional reading of geographical reasoning in the struggle for the hegemonization of fixed meanings for school Geography. As results, it is considered that the hegemony of geographical reasoning in the BNCC is constituted by the articulation of behavioral and scientistic perspectives that support a supposed resolution of everyday problems while simultaneously meeting the demands of the labor market. Such defenses around geographical reasoning in the BNCC emphasize Geographical Education as a field subordinated to scientific epistemology, delegitimizing other forms of geographical knowledge production, as well as the socio-historical context of Geography as a discipline produced within schools and endowed with its own culture. Therefore, this research argues for thinking of the Geography curriculum as text, in which we develop our own spatial practices of signification by negotiating a spatial reading of a yet-to-come.