A normativa curricular nacional de geografiae a investigação, na escola, de processos inerentes às situações geográficas

Abstract

In this article, we present and discuss the problem related to the systemic teach-ing of Geography at school, with an emphasis on the relevance of investigating geograph-ical situations. In order to meet this objective, we used a theoretical-methodological con-tribution developed by educational science regarding spatial thinking and geographical reasoning, seeking their differences and convergences. The analysis of current national regulations, here methodologically conducted according to the principles of Grounded Theory, indicates that the Brazilian curriculum of Geography, by prescribing the geo-graphical situation as a methodological resource, is aligned with teaching-learning based on the relational space and the development of a Geography systemic. However, the na-tional curriculum still needs greater investments aimed at clarifying obscure aspects that, once overcome, could encourage, at school, a successful pedagogical practice capable of promoting a pedagogical turn that distances the teaching of Geography from its current mnemonic and encyclopedic character.