Ensino de geografia e currículo flexibilizado na EJA em São Luís do Maranhão

Abstract

This study aims to analyze the flexibility of the geography curriculum component within the context of EJA (Youth and Adult Education) and EJATEC (Youth and Adult Education in Technical Education), focusing on understanding the factors that influence student learning, lesson planning, and pedagogical practice in two public schools in São Luís-MA, considering the curricular flexibility of content, also based on two skills from the BNCC (Brazilian National Curriculum Base), namely: EM13CHS103, which deals with economic dynamics in geographic space, and EF08GE01, which addresses the description and analysis of the interdependence of physical aspects of geography. This is qualitative research, as it involves obtaining descriptive data, collected through the researcher's direct contact with the studied situation, emphasizing the process more than the product and concerned with portraying the participants' perspective (Bogdan & Biklen, 2003). This study is also configured as a case study, as it seeks to answer the research questions "why" and "how," enabling the understanding of social phenomena through a detailed analysis of the situational context (Yin, 2001). Above all, considering that our research field involves two public schools in São Luís: UEB Tancredo Neves and Centro Educa Mais Paulo VI, in which we aim to characterize the pedagogical practices in the teaching of Geography, based on the skills foreseen in the BNCC (National Common Core Curriculum). To this end, through documentary research, we will analyze teacher planning, focusing on curricular flexibility (compaction of content), in order to identify challenges and possibilities in planning and pedagogical practice. Thus, through bibliographic and documentary research, field studies, in situ observations, and data collection, it is expected that the study will contribute to a better educational understanding, generating a direct impact on the specific target audience. In organizing the theoretical framework, we used the studies of the following authors: Moura and Oliveira (2020), who address discussions on curricular flexibility; Freire (2011), Mota (2019), and Machado (2016), who deal with pedagogical practice; and Castellar (2011), who discusses the teaching of Geography