As políticas curriculares oficiais e a Geografia Escolar: uma análise a partir das questões multiculturais na rede pública de ensino do município de São Paulo

This dissertation studies the curricular guidelines published by institutional agencies that regulate the provision of basic education in the city of São Paulo. The focus of this work is the study of geography teaching in multicultural communities. The main research question is whether the official guidelines offer support for this specific work. The central objective is to understand the curricular documents from the perspective of school geography and meaningful learning, considering an aspect of social reality (in this case, multicultural communities). To this end, we opted for a documentary analysis of the BNCC (National Framework for the Learning of Children) and the São Paulo City Curriculum, using theoretical frameworks that articulate curricular theory, the assumptions of school geography, and essential learning, using multicultural communities formed by international migration flows as a material focus. As a result of this study, we found that the curricular documents, from their inception, point to the development of skills so that individuals, oblivious to social contradictions, can develop solutions adapted to standardized tests. Therefore, geography teaching, given this curricular model, fails to engage with the spatiality produced from multi-scalar relationships. The specific case of multicultural communities demonstrates the need for a curriculum capable of promoting learning consistent with material reality. To foster discussion and debate among geography teachers, a booklet was developed as an educational resource on the limits of the BNCC (Brazilian National Curriculum), the City Curriculum, and possibilities for curriculum development from the perspective of teaching through research.