Estado do conhecimento sobre o ensino de Geografia e História nos anos iniciais do Ensino Fundamental

uma análise a partir de eventos acadêmicos (2009-2019)

Resumo

O texto refere-se a uma pesquisa do tipo estado do conhecimento sobre a Geografia e a História nos anos iniciais do ensino fundamental, com base em um levantamento dos trabalhos publicados em anais de eventos científicos nacionais e de referência no recorte de 2009 a 2019. Partiu-se do reconhecimento de que há uma carência de informações sistematizadas sobre o que vem sendo produzido na área. Metodologicamente, foram utilizados os descritores séries iniciais, anos iniciais, ensino de História, ensino de Geografia, Estudos Sociais e ensino fundamental, identificando 171 trabalhos. Os dados foram organizados e analisados considerando a distribuição quantitativa por ano de ocorrência do evento, as instituições de vinculação dos autores, a localização geográfica dos estudos, os enfoques temáticos e os procedimentos de investigação ou estratégias pedagógicas que pautaram suas produções. A base de dados mostra-se comprometida com práticas pedagógicas e políticas curriculares que incidem no cotidiano das escolas; não adere a uma lógica adaptativa do currículo; mostra uma preponderância das instituições públicas na produção do conhecimento e das regiões sudeste e sul como locais de desenvolvimento dos estudos, além de sugerir a influência de políticas educacionais nas escolhas pelos temas dos trabalhos e uma preocupação com as fragilidades da formação no interior do curso de Pedagogia.

Palavras-chave

Anos iniciais da escolarização, Estado do conhecimento, Ensino de Geografia e História.

State-of-the-knowledge study on Geography and History in the early years of Primary Education: an analysis from academic events (2009-2019)

Abstract

The text refers to a state-of-the-knowledge study on Geography and History in the early years of primary education, based on a survey of papers published in the annals of national scientific events and reference events from 2009 to 2019. It was based on the recognition that there is a lack of systematized information on what has been produced in the area. Methodologically, it was used the descriptors initial series, initial years, history teaching, geography teaching, social studies and primary education. It was identified 171 papers. The data was organized and analyzed taking into account the quantitative distribution by year of the event; the authors' institutions; the geographical location of the studies; the thematic approaches and the research procedures or pedagogical strategies that guided their productions. The database shows that it is committed to pedagogical practices and curricular policies that have an impact on everyday school life; it does not adhere to an adaptive logic of the curriculum; it shows a preponderance of public institutions in the production of knowledge and of the southeast and south regions as the places where the studies were carried out, as well as suggesting the influence of educational policies on the choice of themes and a concern about the weaknesses of training within the Pedagogy course.

STATE-OF-THE-KNOWLEDGE STUDY ON GEOGRAPHY AND HISTORY IN THE EARLY YEARS OF PRIMARY EDUCATION: an analysis from academic events (2009-2019)

abstract

The text refers to a state-of-the-knowledge study on Geography and History in the early years of primary education, based on a survey of papers published in the annals of national scientific events and reference events from 2009 to 2019. It was based on the recognition that there is a lack of systematized information on what has been produced in the area. Methodologically, it was used the descriptors initial series, initial years, history teaching, geography teaching, social studies and primary education. It was identified 171 papers. The data was organized and analyzed taking into account the quantitative distribution by year of the event; the authors' institutions; the geographical location of the studies; the thematic approaches and the research procedures or pedagogical strategies that guided their productions. The database shows that it is committed to pedagogical practices and curricular policies that have an impact on everyday school life; it does not adhere to an adaptive logic of the curriculum; it shows a preponderance of public institutions in the production of knowledge and of the southeast and south regions as the places where the studies were carried out, as well as suggesting the influence of educational policies on the choice of themes and a concern about the weaknesses of training within the Pedagogy course.

Keywords

Early years of Education, State of knowledge, Teaching Geography and History.