O raciocínio multiescalar na qualificação do ensino de geografia e o conceito escala na normativa curricular nacional de geografia

Abstract

Our objective in this article is to present and discuss the results obtained from the analytical and interpretative reading of the scientific concept scale prescribed in the Base Nacional Comum Curricular–Geografia, for EnsinoFundamental. In this reading, we used the methodological procedures recommended by the Grounded Theory, which allowed us to analyze the meaning of the normative texts based on the researchers' interpretation. Firstly, usinga bibliographic review, we highlight some issues related to the role ofcartographic and geographic scales in the classroom, in an attempt to delimit the fundamental role of the systematic use of the latter as a way to qualify the teaching of Geography at school. In view of the relevance of the geographic scale, we seek to contextualize the treatment of the scale concept, as it is prescribed in the curricular regulations currently in force in the country.Although there is no distinction about the role and importance of the cartographic and geographic scales, in general, when comparing the information and data collected, theprescribed national curriculum indicates, to a large extent, the geographic scale as the one which should be prioritized in the teaching-learning process in Geography.