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A woven narrative about the History of School Geography: schoolbooks, curriculum and cultural Production in Brazil between 1930 and 1969

Grant number: 16/04813-4
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): June 01, 2016
Effective date (End): July 19, 2018
Field of knowledge:Humanities - Geography
Principal Investigator:João Pedro Pezzato
Grantee:Diego Carlos Pereira
Home Institution: Instituto de Geociências e Ciências Exatas (IGCE). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil
Associated scholarship(s):17/18176-9 - History of School Geography: approximations and distances between school books of Brazil and Spain in the New School period, BE.EP.DR


The schoolbook is contextualized according to its characteristics of editorial production, technical update, to be appointed as a vehicle of ideological transmission, represent a cultural-historical materiality of school subjects and to be culturally from the printed swings the curriculum policies over time. In this sense, this research is inserted in the context of the history of school discipline of Geography in Brazil from the production of schoolbooks and textbooks, which presents some gaps in terms of their cultural-historical constitution, curricular and purposes in relation to "New School" movement.Therefore, we have as main objective to weave a narrative argumentative and interpretive about the aspects of the history of geography discipline from the relationship between curriculum policies and the production of textbooks as school cultural production in the period between 1930 and 1969. Therefore, we intend to conduct a documental search and analysis, according to the qualitative assumptions of Bacellar and Bogdan and Biklen to textbooks and official curriculums of the period, taking into account the production and curricula at the national and regional level. While theoretical framework, we base on the Escolano, Lestegás and Chopin for the study of shcoolbooks and textbooks as cultural materialization of the school; Saviani and Romanelli to contextualize the "New School" movement in Brazil; and Almeida, Pontuschka, Moraes, Santos and Ferracini to the question of the establishment of academic and school geography in Brazil and its representations in textbooks.