O ensino de Geografia e a formação cidadã: uma leitura crítica das práxis docentes à luz do Currículo Referência de Minas Gerais

Abstract

This dissertation analyzes, in light of Critical Curriculum Theory and Critical Geography, how the Geography Curricular Component is guided by the Currículo Referência de Minas Gerais (CRMG) and how these guidelines articulate with the praxis of teachers in the Municipal School Network of Ouro Preto/MG to promote citizenship education. It is grounded in the understanding of curriculum as a political and cultural artifact (Apple, Giroux, Silva), citizenship as a social practice and historically constructed right (Marshall, Carvalho, Covre), and school Geography as a critical reading of space and lived territory (Santos, Cavalcanti, Callai, Souza). Methodologically, it is characterized as qualitative research of an exploratory and comparative nature, which combined documentary analysis of the CRMG (Final Years of Elementary Education) and semi-structured interviews with three teachers working in school units located in distinct socio-spatial contexts of Ouro Preto. Data were interpreted using Content Analysis (Bardin). Results show that although the CRMG presents prescriptions aimed at citizenship, its structure aligned with the standard curriculum tends to prioritize a generic technical-instrumental rationality. Conversely, teacher praxis reveals movements of resistance and re-signification, in which educators challenge the official curriculum by incorporating socio-spatial contradictions and the knowledge of students' lived territory. It is concluded that citizenship education effectively takes place in the gaps between the prescribed and enacted curriculum, requiring teacher autonomy and critical reflection. As a contribution of the Professional Master's Program (PROFGEO), an Educational Technical Product is presented, consisting of a proposal for contextualized skills aimed at strengthening citizenship in local Geography teaching.