WE NEED TO TALK ABOUT THE CONTENT IN GEOGRAPHY TEACHING

Abstract

In this article we start from the assumption that the non-demarcation of what constitutes school content can generate hermetic conceptions, unquestionable and homogeneous statements of what should be taught. For us, the discomfort that this research generated is related to national curricular documents and regulations, which guide the construction of curriculum and therefore influence what will actually be worked on in the classroom. Considering that Base Nacional Comum Curricular (BNCC) opens up space for a conception theoretical and methodological when proposing a teaching approach that considers the solving problems in connection with the geographical situation and in articulation with skills and principles of geographic reasoning, we ask ourselves: How far do textbooks published by the three best-selling publishers in the Programa Nacional do Livro Didático (PNLD), Fundo Nacional de Desenvolvimento Escolar (FNDE) – (Brazil, 2023) and approved by PNLD (2024) incorporate into their texts and activities the geographical situation, the principles of geographical reasoning, the skills and problem-solving, set out in the BNCC Geography? By the total of nine Didactic Geography Collections, approved in the PNLD (2024), we analyzed books from Collections produced by the three best-selling publishers in the PNLD - 2020 (Brazil, 2023). In these collections we focus on textbooks intended for elementary school (6º ano – Ensino Fundamental). In general, the contents and activities present in the textbooks of the works analyzed do not favor students’; learning when faced with questions, doubts, controversies and uncertainties, making it impossible for them to investigate, reason, reflect and interpret geographic situations and mobilize geographic reasoning.