THE PROBLEM-THEME AND THE GEOGRAPHIC SITUATION PROPOSED IN THE NATIONAL COMMON CURRICULUM BASIS (BNCC) AND THE TEACHING- LEARNING OF GEOGRAPHY
Keywords:
geography teaching, teaching methology, geographic situationAbstract
Reading and writing about the National Common Curriculum Basis (BNCC) is a
crucial to debate and design school Geography. In this context, this text aims to analyze the
question of the problem-theme, and the indication to work the geographic situation as a form-
content organization and interpretation of socio spatial reality at the Fundamental Education II
level. In the structure of BNCC, general and specific competences, thematic units, and
knowledge objects and skills are identified. Moreover, it states the geographic teaching should
be carried out through ‘problem resolution’. The term ‘problem’ underlines the school’s main
role as a place of science. Thus, it is proposed that the problem has to be considered as a
scientific problem, and as a didactic resource to allow for students’ own recreation of the universal knowledge. The geographic situation is, therefore, the methodological path to
elaborate the ‘problem-theme’, with its perspective of interpretation rooted in the Geographic
method. Finally, how to perform teaching-learning of Geography through thematic, problem-
driven and cooperative methodologies that promote a rupture with the prescriptive view of the
curriculum is discussed.
