Organização curricular da geografia na Educação de Jovens e Adultos (EJA) nas escolas municipais de Pelotas/RS: a cartografia escolar nesse contexto

Abstract

By taking the defense that Scholar Cartography contributes to an emancipatory education of the Young and Adults Education (YAE) students, the preoccupation with the guiding documents that oriented the modality in Brazil began. Based on this, the general objective of the research was elaborated, which sought to investigate how schools structure the YAE curriculum with a focus on the curricular component of Geography, and how School Cartography, as content and language, is inserted or not in the formation process. For the present study, we used the qualitative approach and content analysis methodology, from Bardin (2016), for both data collection and your analysis. In view of the availability of many instruments for data collection, we opted for the elaboration of the online questionnaire. As a universe of the research, there are a total of twenty municipal schools that offer YAE, of which, only nine made their Pedagogical Political Plans (PPPs) available for study. With regard to the questionnaires, they were sent by electronic address to the Municipal Secretary of Education of Pelotas (SMED); school principals and Geography teachers who work in YAE. From the analysis of the curriculums and the application of the questionnaires to the research participants, the following results are obtained: with regard to the questionnaire answered by SMED, despite the succinct answers, some considerations can be inferred from how the management treats the modality, highlighting the emphasis on the possibility of creating a guiding document designed for EJA in Pelotas-RS. The elaboration of this document, according to the information collected, will allow a clearer alignment of guidelines and practices, this will ensure that all involved have a better understand about the objectives and procedures of the modality, serving as support for educators.Regarding the questionnaire answered by the school coordinators, they report that they indicate the use of the National Curricular Common Base (NCCB) from teachers, however, they mention that there is no commission designed to think about and organize the contents that will be taught. About the teachers’ answers, they report the use of several criteria for the selection of Geography contents. They list School Cartography as a content that is little explored and that students have greater difficulty with. It was also reported that the unattractive curriculum generates school dropout more frequently. In summary, the data analyzed demonstrate that YAE still faces significant structural challenges, which end up compromising its quality. It’s argued that in order to overcome the challenges, it’s necessary to strengthen the continuing education of Geography teachers and the greater visibility of the curricular component and School Cartography in the guiding documents, thus ensuring a more critical and emancipatory education.