Geographic Education in Santa Catarina Curriculum: Episteme in evidence (1998 to 2019)

Abstract

School subjects are socially constructed and, consequently, under the same label, different contents can be taught over time. Based on this premise, our reflections focus on three curricular references: "Santa Catarina Curriculum Proposal — Early Childhood Education, Elementary and High School: Teacher Training for Early Childhood Education and Initial Grades" from 1998, "Santa Catarina Curriculum Proposal — Integral Training in Education Basic” of 2014 and the “Base Curriculum for Early Childhood Education and Elementary Education in the Territory of Santa Catarina”, the latter recommended by the National Common Curricular Base (BNCC) and published in 2019. Based on an epistemological analysis and based on the principles of philosophical hermeneutics by Hans Gadamer, we will reflect on the construction of these curricular references and what were the processes involved in the formulation of these documents, the philosophical assumptions and the methodological theoretical foundations that underpin the Geography gestated by them and that, consequently, reveal which School Geography materializes in certain times and spaces. Here, the history of geographic thought intertwines not only with the history of school subjects, but also with curricular theories in order to understand the geographic knowledge present in the Santa Catarina curriculum throughout the analyzed period, identifying synchronies and diachronies. Such analyzes allowed us to consider that curricular geography of this period assumes an epistemological plurality both in the contents and in the orientation of the teacher's work.