How geography teachers understand teaching content: an analysis based on high school teaching plans
DOI:
https://doi.org/10.51359/2594-9616.2023.258507Keywords:
Geography, contents, teaching plans, analysisAbstract
In this article, we present the results of a research that was based on the analysis of Geography teaching plans, from the perspective of how teachers consider the teaching contents. We seek to strengthen dialogue with authors who discuss the topic, such as: Libâneo (2013); Sacristan (1998); Siqueira (2017); Zabala (1998) and Haydt (2011). For the analysis, according to the convenience of the researchers, Geography teaching plans for High School referring to the year 2022, from public schools in the cities of Juazeiro do Norte and Crato, located in Ceará, as well as documents that guide the their productions, namely the National Common Curricular Base - BNCC of Geography (BRASIL, 2018) and the Law of Guidelines and Bases - LDB of Education (BRASIL, 1996). From the analyses, we reaffirm the relevance that school planning has for the teaching and learning activity, since it implies projecting decision-making, from which guidelines are established to assist in the pedagogical act in the following dimensions: 1 - the contents to be taught; 2 – the choice of materials to be used; 3 – how to mediate the contents (methodology) and 4 – the number of classes, among other essential planning elements.
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