WHEN GEOGRAPHY IS NOT WHAT IT LOOKS LIKE: SPACIALITIES INVISIBILIZED IN THE LITERACY CYCLE

Abstract

This article analyzes the practice of literacy teachers at a school in the municipal network of Capivari do Sul-RS. The research problem arose after observing the work plans of elementary school teachers, which made us reflect on the place of Geography since the records showed discrepancy in the distribution of the curricular components. We thus investigated what happens in the literacy cycle, considering the movement that demarcated this situation, both inside and outside school. We seek to analyze the practice of literacy teachers and their relationship with the teaching of Geography, the National Pact for Literacy at the Right Age – PNAIC. The concepts and authors that help us build this study are: the invisibility of Geography in the literacy cycle (AGLIARDI, 2019); major education (GALLO, 2002), project pedagogy (GOULART, 2011); smaller geographies (OLIVEIRA JR, 2014). The chosen research method was bricolage, since it is a flexible and open proposal that allows different procedures to be used during the investigation. This study highlights the need for Geography to seek its centrality in some pedagogical proposals, so that its categories of analysis are privileged and students in the early years can build their spatialities.