The curriculum in motion as a public policy and the teaching of geography focused on citizenship and sustainability
DOI:
https://doi.org/10.51359/2594-9616.2019.240743Keywords:
Citizenship, Diversity, Geography, Moving Curriculum, SustainabilityAbstract
The article will discuss the importance of pedagogical actions that work the geographic knowledge in an interdisciplinary way and exploring the transversal themes of citizenship, diversity and sustainability. the discussion will be permeated by the analysis of documents such as the public school's moving curriculum, the carlos mota pedagogical political project, both from the federal department of state of education, the pedagogical political project of a public school, located in taguatinga, administrativeregion. from the federal district, the educational center 04; bibliographic research of authors who deal with various themes related to public policies, pedagogical practices, social issues and geographic knowledge; and, in the presentation of pedagogical action carried out in a public school, to support the arguments developed throughout the article. The discussion aims to understand that autonomy in the construction of geographic knowledge is possible through proactive actions that value the development of learning in an interdisciplinary approach. The result of the research shows that the pedagogical action carried out at school corroborated the analysis of the themes discussed and that full citizen formation goes through the understanding of ethical values, respect for diversity and the promotion of a sustainable society
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