Landscape and Field class

Paternostro, Nathália Nascimento de; Fontes, Tereza G. N. Torezani

doi:10.22481/rg.v6.e2022.e8929

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Original article • Geopauta 6 • 2022 • https://doi.org/10.22481/rg.v6.e2022.e8929 copy

Landscape and Field class

Paisaje y clase de campo

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This study consists of a bibliographic research on the evolution of the landscape concept in Geographic Science, the use of the landscape concept in Elementary School linked to field class, as well as an analysis of the National Common Curriculum Base, in order to verify which year of elementary school would be more appropriate to apply a landscaperelated field lesson, with a local perspective. Therefore, the main objective of the work is to highlight the importance of the field class in Basic Education, allied to the study of the landscape concept on a local scale, enabling students to perceive themselves as agents in the spaces in which they live what contributes in the teaching-learning process and also in citizen action.

Keywords:
Landscape; Field class; Elementary School; Citizen training

Context	Explanation
Landscape category interfaces	[...] Before the spatial phenomenon was linked to geographic science, the category was used as a technique for picturesque works. The construction of the term, originated in the paintings of the 15th century, precisely in the Netherlands, in the form of landskip (landscape). A methodology of painting was used, the resemblance to a window, a framing of the gaze. The landscape as a form of painting is introduced in the analysis of geographers, who were already interested, since the beginning of the Geography discipline, in the studies of landscapes. This interest influenced travelers who used geography to apprehend the nature of the regions they traveled, that is, in the context of naturalist studies. [...]. At the end of the 18th century, the Western world became preoccupied with descriptions. [...]. The method of describing natural landscapes through illustration, in the works of Alexander Von Humboldt that ended up influencing geographers, especially the Germans. Landscape studies made great progress from the 19th century onwards with the proliferation of photography, when it was possible to disseminate images of the different landscapes existing in the world. In this period the analyzes depend on the sensitivity of the subject who observes it. It is with the German Humboldt that the proliferation of this idea occurred in line with the advances in techniques. The researcher’s sensitivity configures landscapes as an interface, creating multiple perspectives in order to explain the earth’s surface. Ratzel’s studies with anthropogeography appear with intense repercussions in Germany and France, studies that focused on the distribution of men, activities and their works on the earth’s surface [...].
The Berkeley School	[...] Carl Sauer is the creator of North American Cultural Geography, also known as the Berkeley School. Through Sauer’s studies, North American Geography detaches itself from environmental determinism and forms palpable links with historical and anthropological studies. A strong movement began with criticism of environmental determinism in the United States, between 1915 and 1920, a period in which the idea was formed that the environmental determinist view was no longer linked to the scientific studies of the time. In the 1920s, vectors appear that refuse the deterministic pattern, one of these vectors was that of Sauer, through his theories in: Morphology of Landscapes. For Sauer, regional geography is the synthesis of geographical work and the landscape is the study of this synthesis, that is, the method of regional geography, it is clear then that Sauer understands that the object of Geography is the region and its method, the analysis of landscapes [...].
The New Cultural Geography: the critique of the culture model	[...] From the end of the 1970s and the following decade, cultural geography was influenced by a renewal procedure, based on the Berkeley School tradition and the concept of supra-organism that cultural geographers adopted is deeply criticized. . This decade is marked by the new way of analyzing culture. This criticism is made by geographers such as James Duncan and Denis Cosgrove. We live in a world full of meanings, which are expressed through cultural symbols and our practices are expressed in the landscape. Cosgrove (2012) will say that geography surrounds us. Human geography should direct its studies following two assumptions: what the author will call the “magic of geography”, understanding human life and its expressions in the human landscape, showing that geography exists to be contemplated. According to the author, this magic is forgotten due to the objective functionalism of geographical explanation, they are: “[...] the inconvenient passions, sometimes frighteningly powerful [...]” (COSGROVE, 2012, p. 222), that influence in human actions, that is, moral, religious, sexual, patriotic and political. According to the author, these actions influence the daily behavior of individuals and human geography denies or ignores them. Because of this, geography neglects many meanings contained in the human landscape [...].
The Humanist strand and Eric Dardel’s Geographic ity	In recent years, humanism has been the major influence in the social sciences, where a vast diversity of conceptions has emerged. Most of the works that follow this methodological orientation are influenced by geographic knowledge. Sociological, philosophical, phenomenological and even literary works. Causing the absence of a “unitary program” (GOMES, 2012, p. 304). [...]. Dardel (2001) states that much more than a juxtaposition of picturesque details, the landscape is a set, a convergence, a lived moment, an internal connection, an impression, which unites all the elements. The landscape is a reflection of the social condition of individuals and bears a mark of their experience, therefore: “Landscape presupposes a presence of man, even where it takes the form of absence. It speaks of a world where man realizes his existence as circumspect and busy presence”.

Years	Legal frameworks
1988	The Constitution of the Federative Republic of Brazil is promulgated, which provides, in its Article 210, for the National Curricular Common Base (BNCC).
1996	The Law of Directives and Bases for National Education (LDBEN), Law 9,394, of December 20, 1996, is approved, which in its Article 26, regulates a common national basis for Basic Education
1997	The National Curricular Parameters (PCNs) for Elementary School, from 1st to 5th year, are consolidated in ten volumes.
1998	The National Curricular Parameters (PCNs) for Elementary School, from 6th to 9th grade, are consolidated in ten volumes.
2000	The National Curriculum Parameters for High School (PCNEM) are launched.
2008	The Curriculum in Motion Program was established in 2008 and runs until 2010, which seeks to improve the quality of Basic Education through the development of the curriculum for Early Childhood Education, Elementary School and High School.
2010	Between March 28 and April 1, the National Conference on Education (CONAE) is held, with the presence of specialists to debate Basic Education.
	Resolution no. 4, of July 13, 2010, defines the National General Curriculum Guidelines for Basic Education (DCNs).
	Resolution No. 5, of December 17, 2009, sets the National Curriculum Guidelines for Early Childhood Education. In 2010 the document is released.
2011	Resolution no. 2, of January 30, 2012, defines the National Curriculum Guidelines for Secondary Education.
2012	Ordinance no. 867, of July 4, 2012, establishes the National Pact for Literacy in the Right Age (PNAIC) and the Pact’s actions and defines its General Guidelines..
2013	Ordinance no. 1140, of November 22, 2013, establishes the National Pact for the Strengthening of Secondary Education (PNFEM).
2014	A Lei n. 13.005, de 25 de junho de 2014, regulamenta o Plano Nacional de Educação (PNE).
2014	Between November 19 and 23, the 2nd National Conference for Education (CONAE) is held, organized by the National Education Forum (FNE) which resulted in a document that is an important reference for the mobilization process for the BNCC.
2105	Between June 17th and 19th, the 1st Interinstitutional Seminar will take place for the elaboration of the BNC.
2105	On September 16, 2015 the 1st version of the BNCC is made available. From December 2 to 15, 2015, schools across Brazil mobilized to discuss the BNC draft document
2016	On May 3rd, the 2nd version of the BNCC is made available.
	From June 23 to August 10, 27 State Seminars took place with professors, managers and specialists to debate the second version of the BNCC.
	In August, the third version begins to be written, in a collaborative process based on the 2nd version.
2017	In April 2017, the MEC delivered the final version of the BNCC to the National Education Council (CNE).
	On December 20, 2017, the BNCC was approved by the Minister of Education.
	On December 22, 2017, the CNE presents resolution CNE/CP nº 2, of December 22, 2017, which establishes and guides the implementation of the BNCC.
2018	On March 6, educators from all over Brazil focused on the BNCC, focusing on the approved part of the document, corresponding to the stages of Early Childhood Education and Elementary School.
	On April 2, 2018, the Ministry of Education delivered the 3rd version of the BNCC do Ensino Médio to the National Education Council (CNE).
	On April 5th, the BNCC Implementation Support Program (ProBNCC) was created.
	On August 2nd, schools from all over Brazil mobilized to discuss and contribute to the BNCC of the High School stage.
	On December 14, the Minister of Education approved the BNCC document for the High School stage. Now Brazil has a Base with the learning provided for all Basic Education.

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[1] Authors' contribution:

AUTHOR 1: Textual production, literature review on the topic, documentary research

AUTHOR 2: Supervision, selection of materials, contributions of readings and research guidance, textual review