The geography that is intended and geography that teaches: the challenges of PIBID in the practice of geography education in the brazilian public schools

Abstract

The objective of this article is to analyze the curricular practices developed at “PIBID” on the Geography subproject “Saber Escolar e Formação Docente na Educação Básica” - “School Knowledge and Faculty Schooling for Primary School” of UERJ- FFP, sponsored by CAPES-MEC. The aforementioned program aims at Faculty Schooling, supporting public schools on the transformation of the school environment and the enhancement of Geography Teaching. In the current contradictory setting and overwhelming social inequality, “PIBID” stands as resistance. Applying historical dialectic materialism which allows comparison between the discrepancies and conflicts experienced at school in the current historical context and taught Geography’s own contradictions, exercising “geographical thinking”, it is possible to act effectively in the school space, articulating the space “lived to perceived to produced” to social practice