ESTUDO DAS ÁGUAS NA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA EM FACE DA BASE NACIONAL COMUM CURRICULAR NO BRASIL

A água, enquanto elemento e bem natural, possui papel relevante como agente do espaço geográfico. Neste sentido, considerando os objetivos da Geografia na educação escolar, julga-se que a compreensão e análise de questões socioambientais que envolvem a água são fundamentais para construção do raciocínio geográfico. Perante esse contexto, este artigo versa sobre o estudo das águas na Base Nacional Comum Curricular (BNCC), diante o campo de investigação da ciência geográfica, tendo por objetivo analisar a abordagem dada ao tema da água na BNCC em Geografia – anos finais do Ensino Fundamental e Ensino Médio – e as possíveis repercussões à formação inicial de professores de Geografia no Brasil. Por meio de revisão de literatura e análise documental verificou-se o enfoque interdisciplinar da BNCC a partir dos objetos do conhecimento, direcionando de forma efêmera a perspectiva hidrogeográfica no componente escolar de Geografia. Diante dessa premissa, entende-se que os cursos de licenciatura em Geografia precisam adaptar de forma inter e transdisciplinar, os conteúdos relativos ao estudo das águas, a fim de potencializar a compreensão geográfica do profissional em formação para aplicação na educação básica. PALAVRAS-CHAVE Educação geográfica, Hidrografia, Formação docente, Interdisciplinar. THE STUDY OF WATERS IN THE TRAINING OF GEOGRAPHY TEACHERS BEFORE THE COMMON NATIONAL CURRICULAR BASE IN BRAZIL ABSTRACT Water as an element and a natural resource has a relevant role as an agent of geographic space. Thus, considering the objectives of Geography in school education, it is believed that the understanding and analysis of socio-environmental issues that involve water are fundamental for the construction of geographic reasoning. Before this context, this paper deals with the study of water in the National Common Curricular Base (BNCC), in the field of geographic science research, aiming to analyze the approach given to the theme of water in BNCC in Geography - final years of Teaching Elementary and High School - and the possible repercussions for the formation of Geography teachers in Brazil. Through literature review and documentary analysis, the interdisciplinary approach of BNCC was verified from the objects of knowledge, directing the hydrogeographic perspective in the school discipline of Geography in an ephemeral way. From this premise, it is understood that undergraduate courses in Geography need to adapt in an interdisciplinary and transdisciplinary way, the contents related to the study of waters, in order to enhance the geographical understanding of the professional in training for application in basic education. KEYWORDS Geographic education, Hydrography, Teacher training, Interdisciplinary.

Situierte Analyse, dynamische Räumlichkeiten

Situated analysis, dynamic spatialities. Starting points, perspectives and potentials of a time-geography of the knowledge based economy. This article explores methodological and conceptual links between economic geography and time geography with regard to a suitable analysis of the knowledge based economy. Starting from three key concepts of time-geography - ‘project’, ‘path’ and ‘diorama’ - the article develops a systematic typology of four different approaches to a time-geography of knowledge-based activities: ‘Paths of learning and innovation’, ‘microcosms of learning’, ‘work-life balance’ and ‘work/life city limits’. The article concludes that a stronger integration of time-geographic reasoning would deepen our understanding of the complex interrelation between structure and agency.