<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142010000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino de geografia no Brasil: as prescrições oficiais em tempos neoliberais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Genylton Odilon Rêgo da]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>10</volume>
<numero>01</numero>
<fpage>14</fpage>
<lpage>28</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142010000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142010000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142010000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A partir da segunda metade da década de noventa do século passado, uma nova política de estado, destinada a promover a reforma da educação brasileira, foi sendo implementada. Fazendo parte desta política maior, e recebendo especial destaque, novas determinações oficiais foram impostas para o currículo prescrito para a educação básica, incluindo-se aquelas destinadas ao ensino de Geografia para este nível educacional. As análises por mim realizadas, resultantes de um estudo de caráter qualitativo realizado por intermédio dos aportes metodológicos das pesquisas bibliográfica e documental, levaram-me a concluir que o currículo prescrito pelo governo brasileiro para o ensino de Geografia, presente nos chamados Parâmetros Curriculares Nacionais, resulta da necessidade de fazer com que a escola e essa disciplina venham a atender às novas demandas postas pelo capitalismo. Busco demonstrar que neste momento em que as ideias neoliberais promovem uma colonização da educação e do currículo, as geografias escolares de fundamentação positivista ou dialética que se fazem presentes nas salas de aula tornaram-se entrave para o cumprimento do novo papel que se espera da escola. Para lhes contrapor, uma nova geografia escolar de fundamentação fenomenológica e construtivista foi selecionada pelo estado para ser veiculada no interior das escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In the mid nineteen nineties, a State policy was passed aimed at promoting a reform in Brazilian education. Among the various lines developed by the new law, special attention was given to the basic school curriculum, and in particular, the teaching of Geography at this level of education. My analyses, resulting from a qualitative study using bibliography and document surveys, led me to conclude that the curriculum prescribed by the Brazilian government for the teaching of geography, as embodied in the ‘National Curricular Parameters’, is a response to the need for the school, and this discipline, to adapt to the new demands imposed by capitalism. This work seeks to demonstrate that at this time, when neoliberal ideas are causing a colonization of the education and of the curriculum, traditional concepts of school geography, be they positivistic or dialectical, have become an obstacle to the new role attributed to schools. To counteract them, a new school geography, with a phenomenological and constructivist basis, was chosen by the State for promotion in schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Parâmetros Curriculares Nacionais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Policies]]></kwd>
<kwd lng="en"><![CDATA[Geography Teaching]]></kwd>
<kwd lng="en"><![CDATA[National Curricular Parameters]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>O ensino de geografia no Brasil:  as prescri&ccedil;&otilde;es oficiais em tempos neoliberais.</h2> <h3>Geography education in Brazil:  official prescriptions in neoliberal times.</h3>     <p>&nbsp;</p> <h4>Genylton Odilon R&ecirc;go da  Rocha    <br> </h4> </font>      ]]></body>
<back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GENTILI]]></surname>
<given-names><![CDATA[P. O.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Mentiras que parecem verdades: argumentos neoliberais sobre a crise educacional.]]></article-title>
<source><![CDATA[Revista de Educação AEC]]></source>
<year>set,</year>
<month> 1</month>
<day>99</day>
<volume>25</volume>
<numero>100</numero>
<issue>100</issue>
<page-range>75-98</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MACEDO]]></surname>
<given-names><![CDATA[E. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Parâmetros curriculares nacionais: a falácia de seus temas transversais.]]></article-title>
<source><![CDATA[Revista de Educação AEC]]></source>
<year>jul/</year>
<month>se</month>
<day>t,</day>
<volume>27</volume>
<numero>108</numero>
<issue>108</issue>
<page-range>73-89</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
