THE TEACHING OF GEOGRAPHY IN THE IMPLEMENTATION PROCESS OF THE NEW HIGH SCHOOL: DIRECTIONS AND CHALLENGES

Abstract

The present article consists of a reflection developed within the scope of a research at Masters Level about the impacts of the High School reform implemented by the Law No. 13.415/2017 (Brazil, 2017), with a focus on the teaching of Geography. We aim to demonstrate that the structural changes caused by the reform, tied to market interests, have had implications in Geography curriculum, which affected the students’ training in terms of their mastery of significant knowledge about everyday socio-spatial reality. Starting with the literature viewed in this study, one discusses the reduction of school workload in Human Sciences in the New High School proposal; the obstacles faced by the teachers, as well as the matter of continuous training, and the challenges in the use of new technologies in teaching. In addition, although the reform offers new possibilities to personalize students’ training path, measures that value Human Sciences and guarantee better teaching conditions so that Geography keeps developing its part in students’ critical and civic education are necessary. The article concludes that the proposal has the conception of a competency-based curriculum as a guideline, reducing the emphasis on critical and reflexive capacities, which are fundamental to thinking about the complexity of the contemporary world and training citizens that are capable of comprehending and acting in the face of social and territorial dynamics connected to their everyday experience.