A relação com o saber e com o ensinar por parte dos professores de Geografia da Educação Básica em Marechal Cândido Rondon – PR

Abstract

This thesis investigates the relationship with knowledge and with teaching among Basic Education Geography teachers working in the Final Years of Elementary School within the state school system of Marechal Cândido Rondon – PR. The study is grounded in Bernard Charlot’s theoretical perspective on the theory of the relationship with knowledge, articulating it, among others, with the dialogues of António Nóvoa and José Carlos Libâneo, as well as the premises of School Geography authors, especially from Lana Cavalcanti's perspective. The central objective was to analyze how Basic Education Geography teachers relate to knowledge and teaching in the current school context, in order to comprehend the meanings attributed to professional practice, the mobilization to teach amidst the current educational landscape in Paraná, relational dynamics, and teacher perceptions of contemporary challenges in the discipline. Methodologically, the research follows a qualitative approach and adopts an online questionnaire and the focus group technique as data collection instruments. The sample consisted of 19 Geography teachers working in state schools in the aforementioned municipality during the year 2025. For data analysis and processing, Discursive Textual Analysis (DTA) was employed, from which four categories emerged: 1) Cartographies of choice and permanence; 2) Gears of control; 3) Territories in conflict; and 4) The awakening of mobilization. The categories evidenced that, although the choice for teaching holds meanings of personal fulfillment, permanence is threatened by a scenario of precarity and illness. It was observed that the managerialist logic, guided by the centrality of external evaluations and compulsory promotion policies, among other broader structural issues, runs counter to the principles of intellectual activity necessary for learning and strips away teacher autonomy. This process silences the critical potential of Geography, hindering the development of geographical thinking and generating ethical conflicts between prescribed and actual work. However, the research highlights that teacher mobilization persists in the affective bond with the student and in the belief that geographical knowledge is essential for reading the world. It is concluded that the act of teaching Geography reaffirms itself not as the fulfillment of targets, but as an ethical commitment to humanization.