O pensamento geográfico do currículo oficial do Estado de São Paulo

This dissertation aims to promote the reflection of the teaching work, analyzing the theoretical and methodological content of Geography teaching in the Official Curriculum of São Paulo state, based on the perspective of discourse analysis by Michael Foucault, from the discursive elements of power and their effects in the stablished relations between the state and the faculty, studying the curriculum as a practical link of this relation that stimulates the action of power in its governmentality, which enhances the faculty subjection to the rationality of the state.Summing to this methodology, we also added the analysis of the Critical Theory by Michael Apple, approaching the faculty's lack of qualification issue, which is intensified by the educational technocracy of the prescriptive and unified curriculum of the State Secretariat of Education of São Paulo.In order to develop the research we used the documentary analysis of the bibliography that constitutes the curriculum program entitled São Paulo Faz Escola.Based on the methodology applied in this study, we obtained substantial results and the following conclusions about the discursive content of the curriculum.There are two elements in the curriculum which suppress the faculty's criticism, which are the desire for truth operated by the government from the perspective of an economic and technical orientation originated in multilateral organisms rooted in a pretense morality of education quality defense and its universalization, and the desire for knowledge operated by the technical and academic centrality which legitimates the withdraw of the main attribution of the teaching work, the pedagogical planning.The pedagogical technicality disqualifies and requalifies the teaching in order to comply with the demands of an education committed with the market in its neoliberal phase, intensifying the faculty proletarianization.In this context, the Geography teaching presents a discourse that corroborates to the technicality of education, interdicts the project of a Critical Geography teaching, makes an unsupported criticism of Traditional Geography, and uses phenomenology and neopositivism elements in its didactics, demonstrating the contradiction and problems in its conceptual approach

Centrality · Criticism · Curriculum · Epistemology · Governmentality · Humanities · Pedagogy · Political science · Problematization · Rationality · Sociology · Cultural, Media, and Literary Studies · Law · Linguistics and Education Research · Literature, Culture, and Criticism · Philosophy

• Autonomia de professores

  Open Access•Marcelo Valério•Educar em Revista•2017

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