Geography Teaching in The Western Border of Mato Grosso (Brazil) With San Matias (Bolivia): Curricular Practices and Pedagogical Proposals

Abstract

Brazil has an extensive border strip with other South American countries. The territorial mosaic is complex and corresponds to approximately 16.9 thousand kilometers in length, including eleven states and 588 municipalities, covering approximately 27% of the national territory. This diversity is also observed in the teaching spaces present in this extensive borderland strip. Our analyses go back to how the Geography curriculum is conceived by public agents, through documents such as the Common National Curricular Base (BNCC) and the Regional Curricular Guidelines (DRC), as well as how the curriculum is perceived by teachers and managers, besides being experienced in the classroom, analyzing the curricular metamorphosis in schools of the western border of Brazil (Mato Grosso) with Bolivia (San Matías) seeking to analyze how the border themes present in this space are being addressed. Among the methodological procedures adopted, we highlight a bibliographic and documental survey of the theme addressed, in addition to the realization of field activity in schools of the state network in the city of Cáceres - MT, through the realization of interviews with managers and teachers of Geography aiming to understand how these professionals perceive and experience the curriculum throughout the daily teaching practices. The data also compose subsidies to present pedagogical proposals that can guide the work of Geography teachers who work in border schools, using the place in the border to give meaning to the teaching of Geography, thus thinking about the context of the border school, presenting, within their daily practices, the socio-spatial valuation of the area in which it is included.