A geografia escolar e a reforma do ensino médio

Abstract

Law nº 13.415/2017 amended the Law of Guidelines and Bases of National Education (LDB), and made possible changes in the structure of Secondary Education, which includes an increase in the minimum time of the student in school, which went from 800 hours to 1000 hours per year until 2022, with the expectation of a progressive increase to 1400 hours per year, it also ensures that at least 60% of the workload must be dedicated to common curricular units, while 40% to training itineraries. In this context, the present work aims to investigate and analyze the conceptions of Geography teachers about the High School Reform, and its implications in the exercise in the school environment. School Geography has a unique conceptual structure and knowledge shared with other sciences, which, when organized with the aim of teaching, consolidate its configuration. This work is anchored in the methodology of qualitative and quantitative research. As methodological procedures, bibliographic surveys were carried out, dialogue with ten Geography teachers from public schools in the city of Maceió. In the sequence, questionnaires were applied to the ten high school Geography teachers, with eight questions, by sending them by e-mail, tabulating the data, creating a table and graphs, and finally, analyzing the collected data. The relevance of this work is to provide an analysis regarding the consequences inherent to the Reform for Geography as a curricular component, as well as to encourage reflection on the social impacts arising from the restructuring of Secondary Education.