Currículo e Geografia: um olhar sobre o multiculturalismo como parte das condições materiais do ambiente escolar

Abstract

The production of this material is the result of a dissertation in the Professional Master's Program in Geography in the National Network — PROFGEO, offered by the Federal Institute of Minas Gerais, Ouro Preto campus. The results of the analyses of the BNCC (National Common Core Curriculum) and the São Paulo City Curriculum revealed points that can be useful for reflection on Geography teaching practices. In this case, it is worth considering a critical look at curricular documents and the material conditions of students and teachers as an essential aspect.

This is a supplementary teaching material that aims to foster discussions about official curricular policies, articulated with the assumptions of School Geography. It is not a prescriptive primer that reduces teaching activity to the simple execution of teaching practices. Our objective is to draw attention to reflections on two official curricular documents, specifically the BNCC and the São Paulo City Curriculum.

In this way, we begin the discussion around the social function of the school and the curriculum from a social, economic, and political perspective. Thus, it is possible to view School Geography as a way of thinking about teaching practices that engage with the spatiality produced, with education through research as an alternative. This material concludes with a study and understanding of multicultural issues associated with international migrations, as part of lived space.