O esvaziamento da abordagem sobre o território no livro didático do novo ensino médio: uma análise comparativa de volumes aprovados antes e depois da reforma do ensino médio.

Abstract

The High School Reform, in its initial version, implemented in 2017 by Law No. 13.415, in accordance with the National Common Curricular Base (BNCC), imposed a significant inflection on basic education in Brazil, mainly due to changes in the curricular configuration of socially relevant subjects. With its enforcement, the New High School (NEM) disrupted subjects with a critical-social approach, reducing their presence in the mandatory curriculum and grouping them into broad areas of knowledge. This restructuring directly affected the way disciplinary content was addressed in textbooks, where subjects were treated in a more generic and instrumentalized manner. Geography, as a school subject, was significantly impacted in terms of the treatment of its knowledge, categories, and geographic principles in NEM textbooks. Geographic knowledge was merged and diluted within the textbooks of the “Human and Applied Social Sciences” area, which also includes History, Sociology, and Philosophy. In this context of changes, this undergraduate thesis aims to analyze the process of emptying the approach to the concept of territory in NEM textbooks. This is done through a comparison between two volumes from two collections approved in the 2018 and 2021 PNLD (National Textbook Program), identifying the main changes in conceptual treatment in light of the transformations promoted by the NEM and the BNCC. Regarding the methodological approach, this qualitative research was divided into three stages: a literature review to characterize the concept of territory from different perspectives, aiming to understand its historical contextualization as a key concept in Geography; a documentary research to investigate the structural changes caused by the NEM and the BNCC in Geography textbooks; and a comparative analysis of two volumes from two textbook collections—one from the 2018 PNLD and the other from the 2021 PNLD—based on pre-established criteria using Bardin’s (1977) Content Analysis methodology. As a result, we found that the textbook prior to the NEM presents the concept of territory in a more consistent manner, covering aspects from its origin to its correlation with other geographic concepts. In contrast, the textbook published after the reform shows a lack of conceptual discussion on territory, as well as an absence of perspectives considering different geographic scales. Finally, the comparative analysis highlights that, after the implementation of the NEM and the modification of textbook structures in the 2021 PNLD, geographic concepts were treated in a more superficial way—especially the concept of territory, which was significantly emptied compared to the previous volume. This reflects one of the impacts of this educational reform.