Little Forest Playschool

The fordista city combines its inhabitants more and inhales to become its also consuming laborers e, in this measure, citizens. Despite chaotic and marked for behaviors segregadores in the diverse access benesses of the life city dweller, the city of this period has a flowing integrator when articulating citizenship with mass consumption and disponibilizao of work. Already the city after-fordista is fruit of the quantitative excess and the qualitative discrimination that the new world of the work brings as immediate consequence. The reorganization of the capitalism, in world-wide scale, from years 1980 generates, in the relations of work and, for consequence way, in social fabrics, the crystallization of a dual model of organization, where they will coexist, parallel and contradictorily, two urban societies, of employable/the employees, I raise consumers, and of the not-employable ones/dismissed, unloaded of the consumption and, therefore, of citizenship in its more capitalist sense (consuming = citizen). The city after-fordista unmasks retaken of laissez-faire and the abandonment of the keynesiana matrix of hegemony, that pautou decades of capitalist expansion e, for consequence, of urban estruturao, throughout century XX. Its nexuses of joint do without the State? they prevent until it and they repeal – to less of action of public security guard, understood as mere protection of private property; they launch to the market forces the supply of services and public and net of social protection and review the espacializao of concentrical, however comunicantes circles, of the fordista city, in the direction of the establishment of neo-ghettos, either of villains, either of tributaries. You polish it as point of meeting and, exactly, equalizao, economic and cultural, despite partial and subordinativa, it yields space to a fragmented and deaf mosaic its entorno. Dual world, divided city. Progressive and marcantes traces of the city fordista? escolarizao in mass with low geographic divergence of contents; prophylactic action and of guarantee of minim of health in universalizante character and full territorial covering; co-circulation of the classrooms in the majority of the public spaces; space extension of the access to the art and the leisure, among others? they lose meaning and necessity in ' ' nova' ' city after-fordista that it appears.

The study it will have for base bibliographical research on the education of Geography and the tecnicista pedagogia, as well as, the systematization and analysis of the data raised in referring didactic books of Geography to the cited period. In recent years very if has debated the scientific community on the education of pertaining to school Geography, being that some authors as, for example, Cavalcante (1998); Gebran (2002) and You mark (2008) come carrying through research on new conceptions for the education of this disciplines, in order to develop new didactic boardings for the education of Geography. These mobilizations they aim at the distanciamento of practical pedagogical centered in the memorization, still common element to the work in this disciplines pertaining to school (CAVALCANTE, 1998). Although if it identifies diverse works that argue new pedagogical boardings for Pertaining to school Geography, it is considered that for times it is not clearly to the professor of Geography what characterizes a work seated in the memorization of information on the space. This lack of clarity can favor the maintenance of old pedagogical traditions, which can take the pupils to the total disinterest for the lessons of Geography. To identify the presence of the tecnicista pedagogia in the education of Geography, it was as required assumed to describe the process of implementation and consolidation of the education of Pertaining to school Geography in Brazil; to present the main characteristics of the tecnicista pedagogia in Brazil; to identify, in didactic books of the decade of 1970, characteristic of this pedagogical boarding in the education of Geography.