The curricular policies of the high school in the province of Ontario (Canada) and the state of São Paulo (Brazil): disputes around the senses/meaning of school geographic knowledge

• Grant number: 23/08754-6
• Support Opportunities: Scholarships abroad - Research
• Effective date (Start): September 01, 2023
• Effective date (End): December 20, 2023
• Field of knowledge: Humanities - Geography
• Principal Investigator: Rafael Straforini
• Grantee: Rafael Straforini
• Host Investigator: Mark Hunter
• Host Institution: Instituto de Geociências (IG). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Research place: University of Toronto Scarborough (UTSC), Canada

Abstract

This research project refers to an Abroad Research Internship to be developed at the Department of Human Geography at the University of Toronto. It is part of a larger investigation developed at the Atelier of Research and Practice in Geographical Education (Apegeo), where we investigated some Brazilian educational policies, with emphasis on the "New" High School and Teacher Education. This Research Internship Abroad project aims to understand how the most recent educational policies for the High School level in São Paulo and in Ontario-Canada have acted in the process of discursive hegemonization of new meanings for school geographic knowledge, based on a curriculum structured by fields of knowledge - Humanities and Social Sciences - and curriculum flexibility, in which students choose their academic or study "paths" based on their individual interests and life projects. The proposed methodology for analyzing the empirical material to be produced from a documentary and bibliographical survey will be based on the theoretical-methodological foundations of the triangulation of concepts: i) "policy performance", proposed by Ball, Maguire, and Braun (2015); ii) hegemony and discursive practices present in the Ernesto Laclau and Chantal Mouffe and; iii) of professional knowledge landscapes, proposed by Clare Brooks. (AU)