<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092017000100083</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.12i1.0005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As práticas docentes e o Currículo de Geografia no Estado do Rio de Janeiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching practices and the Geography Curriculum in the State of Rio de Janeiro]]></article-title>
<article-title xml:lang="es"><![CDATA[Las prácticas docentes y el Currículo de Geografía em el Estado de Rio de Janeiro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Clézio dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>83</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092017000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092017000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092017000100083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo analisa como os focos bimestrais presentes no Curr&#237;culo M&#237;nimo (CM) de Geografia para o Estado do Rio de Janeiro influenciam e s&#227;o influenciados pela abordagem conceitual da disciplina escolar Geografia no Col&#233;gio Estadual Eng. Carlos Frederico de Ar&#234;a Le&#227;o, localizado no Bairro da Posse, Munic&#237;pio de Nova Igua&#231;u, na Baixada Fluminense. A metodologia utilizada &#233; a qualitativa, utilizando o referencial te&#243;rico da &#225;rea, destacando-se as contribui&#231;&#245;es de Pontuschka; Paganelli e Cacete (2007), Santos (2013), Farias (2013, 2014), Caso e Gurevich (2014). A coleta de dados envolveu entrevistas com os professores de Geografia que atuam no estabelecimento pesquisado. Como resultado principal, apresentamos uma an&#225;lise centrada nas diferentes pr&#225;ticas docentes abordadas numa perspectiva reflexiva e contextualizada. Assim, foi poss&#237;vel evidenciar a rela&#231;&#227;o teoria-pr&#225;tica dos docentes por meio de pr&#225;ticas disciplinares e interdisciplinares no cotidiano escolar. Conclui-se que a cria&#231;&#227;o de sistemas educacionais compactos para atender, muitas vezes, apenas &#224;s necessidades pol&#237;ticas de governos, deixa de fora considera&#231;&#245;es e constata&#231;&#245;es de d&#233;cadas de discuss&#227;o acad&#234;mica e as pr&#243;prias necessidades locais, al&#233;m de influenciar diretamente na pr&#225;tica docente e na efetiva&#231;&#227;o do curr&#237;culo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper analyzes how the two-month focus present in the Geography Minimum Curriculum (MC) in the State of Rio de Janeiro influences and is influenced by the conceptual approach of the subject geography in the State School Eng&#186; Carlos Frederico de Ar&#234;a Le&#227;o located in the neighborhood of Posse, Nova Igua&#231;u in the Baixada Fluminense. The methodology employed was qualitative, applying the theoretical background for this area, mainly based on the contributions of Pontuschka; Paganelli; Cacete (2007), Santos (2013), Farias (2013, 2014), and Caso and Gurevich (2014). The data collection was carried out through interviews with the geography teachers in that school. As the main result, we present an analysis of the different teaching practices approached under a reflexive and contextualized perspective. Thus, it was possible to evidence the relation theory-practice of those teachers through disciplinary and interdisciplinary practices in their everyday action. The conclusion points out that the creation of compact educational systems, many times only to meet the government political requirements, neglects considerations and findings of decades of academic discussion as well as the local needs, in addition to influencing directly the teaching practice and the curriculum application.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El trabajo analiza como los focos bimestrales presentes en el Curr&#237;culo M&#237;nimo (CM) de Geograf&#237;a para el estado de Rio de Janeiro influencian y son influenciados por al abordaje conceptual de la asignatura escolar Geograf&#237;a en el Col&#233;gio Estadual Eng&#186; Carlos Frederico de Ar&#234;a Le&#227;o, ubicado en el Barrio de la Posse, Munic&#237;pio de Nova Igua&#231;u en la Baixada Fluminense. La metodolog&#237;a utilizada es la cualitativa, y el referencial te&#243;rico es de esta &#225;rea, se destacan: Pontuschka; Paganelli; Cacete (2007), Santos (2013), Farias (2013, 2014), Caso e Gurevich (2014). La recopilaci&#243;n de los datos se dio por entrevistas entre profesores de Geograf&#237;a que act&#250;an en el Col&#233;gio Estadual Eng&#186; Carlos Frederico de Ar&#234;a Le&#227;o. Como resultado principal, presentamos un an&#225;lisis centrada en las diferentes pr&#225;cticas docentes abordadas bajo la perspectiva reflexiva y contextualizada. De esa manera, fue posible evidenciar la relaci&#243;n teor&#237;a-pr&#225;ctica de los docentes por medio de pr&#225;cticas disciplinares e interdisciplinares en el cotidiano escolar. Se concluye que la creaci&#243;n de sistemas educacionales compactos para atender, muchas veces, solo a las necesidades pol&#237;ticas de gobiernos, a&#237;slan consideraciones y constataciones de d&#233;cadas de discusi&#243;n acad&#233;mica y las propias necesidades locales, adem&#225;s de influenciar directamente en la pr&#225;ctica docente y en el efectivo funcionamiento del curr&#237;culo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo de geografia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Rio de Janeiro]]></kwd>
<kwd lng="en"><![CDATA[Geography curriculum]]></kwd>
<kwd lng="en"><![CDATA[Geography teaching]]></kwd>
<kwd lng="en"><![CDATA[Rio de Janeiro]]></kwd>
<kwd lng="es"><![CDATA[Currículo de geografía]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Geografía]]></kwd>
<kwd lng="es"><![CDATA[Rio de Janeiro]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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