THE IMPORTANCE OF “KNOWLEDGE OF THE SUBJECT” IN THE INITIAL TRAINING OF TEACHERS AND FOR THE DEVELOPMENT OF NATIONAL COMMON CORE CURRICULUM STANDARDS (BNCC)
DOI:
https://doi.org/10.5216/signos.v4.73912Keywords:
subject matter knowledge, geography teaching, school curriculum, skills and abilities, geography teacher educationAbstract
This article presents reflections raised by the doctoral thesis defended in 2018, based on the findings presented in this work. From the referred research, we were able to ponder on the relationship between Content Knowledge (GROSSMAN, 1990) or Subject Matter Knowledge (SHULMAN, 1982), which makes up the PCK (Pedagogical Content Knowledge) with the development of skills and competences in Geography. In order to do so, we seek to contextualize the research and its results, presenting the organization of a teaching plan for higher education that uses Didactic Sequences (DSs) both as an organizing resource for teaching activities and as a source for the systematization of data and the analyzes performed. Finally, we seek to show the importance of content knowledge e both in Geography teacher education and in the development of curricula that promote the development of skills and competencies as proposed by the National Common Core Curriculum Standards (BNCC) in Brazil.
