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| Author(s): |
Diego Carlos Pereira
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Rio Claro. 2019-11-29. |
| Institution: | Universidade Estadual Paulista (Unesp). Instituto de Geociências e Ciências Exatas. Rio Claro |
| Defense date: | 2019-11-01 |
| Advisor: | João Pedro Pezzato |
| Abstract | |
This research deals with the history of School Geography through textbooks in the period of coverage and influence of the pedagogical ideals of the New School/Progressive Education, between 1905-1941, in Brazilian secondary level. We consider textbooks as historical and cultural materialization of school subjects and, therefore, are sources that represent a level of analysis of school culture and curriculum. We characterize throughout the thesis the historical and conceptual intertwining of the New School/Progressive Education and Modern Geography as processes that intended renewals of teaching in the scope of school practices in the first half of the twentieth century in the country. In this sense, this thesis aimed to understand the continuities and discontinuities of movements of pedagogical renewal linked to the New School/Progressive Education and Modern Geography within the discipline of Geography in Brazilian secondary education using textbooks as sources, building a historical narrative. Through Cultural History, the History of School Subjects and the Indiciary Paradigm as epistemological, theoretical and methodological assumptions, we seek to construct a historical narrative based on several textbooks from 1905-1941 raised in archives and libraries at São Paulo and Rio de Janeiro. From evidences, we interpret discourses mark these movements of renewal as oscillating, permeated by gradual and slow processes, marked by continuities and permanencies in the constitution of School Geography. We identified, from textbooks, discursive and rhetorical manifestations and materializations convenient and convergent with the assumptions of renewal; at the same time, we identified a series of contradictions and permanencies that denote that, in addition to the discourses, the textbooks maintained several non-renewing aspects in the period. The traces from the textbooks allow us to characterize a process of autonomy of School Geography compared to Academic Geography, whose characteristics and purposes specific to the school allow us to interpret the discipline in this period as an expression of a "conservative modernization". We also identified that the renewing discourses of the discipline guided by the “Regional Approach” and the “Nationalism / Geography of Brazil” can be interpreted, according to the textbooks, as renewing school “vulgates”, which constitute new spaces-times in the curriculum of secondary education, but they are not hegemonic subjects in all the serial ordering of the School Geography of the analyzed period. Thus, Geography as a school subject has its curricular history marked by processes that involved several curricular and discursive disputes that highlight conflicts of interest of professional and political groups. Such disputes left records of their influence on the textbooks and, therefore, on the Brazilian school culture of the studied period. (AU) | |
| FAPESP's process: | 16/04813-4 - A WOVEN NARRATIVE ABOUT THE HISTORY OF SCHOOL GEOGRAPHY: SCHOOLBOOKS, CURRICULUM AND CULTURAL PRODUCTION IN BRAZIL BETWEEN 1930 AND 1969 |
| Grantee: | Diego Carlos Pereira |
| Support Opportunities: | Scholarships in Brazil - Doctorate |