GEOGRAPHY, TEACHING, PEDAGOGICAL CONCEPTION: DEVELOPMENTS IN THE CURRICULAR QUADRANT OF RIO GRANDE DO SUL

Abstract

This article considers the teaching of Geography through Michel Foucault's methodological operations, especially those that refer to the notions of archive and discourse. It transits within the words and actions present in contemporary curricular proposals, based on the parameters developed in the last decade in the State of Rio Grande do Sul. It defends that in these texts Geography is pronounced as a curricular component that must adapt to utilitarian demands and immediate, in order to train competent and skilled students in problem solving. It concludes that the teaching of Geography has been subordinated to neoliberal subjectivation in the gaucho curricula. He understands that educational resistance no longer resides in left or right curricula, but in the creation of the classroom, conjured up by the teacher.