A GEOGRAFIA AGRÁRIA NO ENSINO MÉDIO: UMA ANÁLISE DA ABORDAGEM TEÓRICA NOS LIVROS DIDÁTICOS ANTES E DEPOIS DO NOVO ENSINO MÉDIO

Abstract

This research aims to analyze how textbooks address the theme of Agrarian Geography in the New High School Curriculum (NEM) through a comparison with the time frame prior to the implementation of the reform. The study highlights the understanding of how curricular changes have influenced, or not, the way these contents of this area of ​​Geography are addressed in the teaching of this discipline, in the context of current High School education. The methodological procedures consisted of a bibliographic review, selection, and analysis of textbooks. Thus, for the selection of the book for analysis published before the reform, the selection criterion was that the year of publication of the work was as close as possible to 2017 and that it had the content of Agrarian Geography in the table of contents. And, for the post-reform book, the criterion was to use what the school adopted. Among the main results, it is understood that Agrarian Geography in high school is important for the development of a spatial vision of the student and understanding of the place where they live. However, it was found that the textbook, with the reform of secondary education, underwent some changes, and the content of Agrarian Geography began to be approached from a sociological, historical, and philosophical perspective.