A construção do saber geográfico na perspectiva da linguagem: uma análise da Proposta Curricular de Geografia da Prefeitura de Juiz de Fora

Abstract

This Project presents results of the research: “Construction of Geographic Knowledge on a Language Perspective: an analysis of the Geography Curriculum Proposal of Juiz de Fora City Hall”, developed in the Graduate Project in Education of the Federal University of Juiz de Fora. Searches what the language practices are, shown in the Geography document of Juiz de Fora City Hall in a perspective of multiliteracies of the scientific literacy and textual genres. The purposes are to analyze how the textual genres are discussed in the Geographic Curriculum Proposal of Juiz de Fora City Hall (2012), describe the literacy practices and the methodological proposals, suggested on the document, and measure the literacy role, overall of the textual genres, in the process of the geographic knowledge construction. Understanding that there are multiple of literacies, and considering that the language runs through the knowledge construction of the school, we realize that an interdisciplinary project, whose main axis are the textual genres and supported by approaches that emphasize the social character of language, can contribute to the students‟ language skills development, in an attempt of expanding their knowledge. As theoretical assumptions, we support them in the Sociodiscursive Interacionism of Bronckart (2003, 2006, 2009, 2010), in the theories of textual genres of Dolz and Schneuwly (2004), in Literacy Theories on social practices of Soares (2004, 2013) and Street (2010, 2012, 2014) and in the perspective of Multiliteracies of Rojo (2009, 2012, 2013). For this, we use a documental research as a project method. The data analyzed states that the activities of reading, writing and speaking skills, suggested in the proposal, enable the development of language practices, covering varied genres, as a basis for the Geography knowledge, contributing to the extension process of the students‟ language capacities.