Conceptions of content and their approaches to teaching Geography

Abstract

This study is guided by the question: How are geography teachers appropriating and articulating a different concept of content, as well as new ways of teaching, as outlined in the text of the Minas Gerais Reference Curriculum? A qualitative study was carried out to answer this question. Fifty records of Supervised Internships in Geography II, resulting from the observation of pedagogical practices of public school teachers working in the final years of elementary school, were interpreted. The observations were made by students on Geography degree courses at two Federal Higher Education Institutions and resulted from internships carried out in schools located in fifteen different municipalities. In addition to the observations, a total of 26 semi-structured interviews were carried out by the interns based on five questions. In the interview and at other times during the supervised internship, the teachers stated that they had no effective training to accompany the implementation of the new curriculum. Of all the subjects of this investigation, five considered the new curriculum inadequate and 21 said they found the new curriculum interesting, seeing possibilities for a proposal for teaching Geography and that it could mobilize students' interest. However, these same 21 teachers said that they were unable to produce a teaching proposal in line with the CRMG. This data shows that the teachers are distancing themselves from the theoretical references that mobilized the arguments in this text, both in terms of interpreting the BNCC and the CRMG, and in terms of understanding the content based on these curricular proposals.