Teaching of Geography: social representations knowledge in the Diretoria de Ensino de Limeira (SP)

Abstract

This paper presents a reflection about the contents prioritized in the development of the curriculum, with data that were collected through the application of a questionnaire to Geography teachers of School Board of Limeira (SP). The research results indicate that there is a reproduction cycle of learning difficulties from the selection of the contents by the teachers. In the text there is a consideration about the instructor representation to the Geography teaching, the complexity of public education reality in the state of São Paulo in the context of the public policy putting the school as a space to the adaption of pedagogical practices that homogenize the teaching, the State has impored parameters and indexes to be reached in the external avaliations, impairing the different learning ways, complying with the aims and concerns externaly determined to its context, unrelated to local realities.