Currículo e alfabetização geográfica no contexto das políticas educacionais neoliberais: leitura de suas interfaces em escolas públicas paulistas e sul-mato-grossenses

Abstract

This paper aims to discuss the public curriculum policies and their effects on the construction of geographical literacy. Therefore, the analysis was directed to the meantime in that the development of curriculum policies was intensified in Brazil, especially from the democratization process in the 1980s, when the mobilization of tributary educators of critical pedagogy and social content initiated curricular reforms from the perspective of social transformation, and during the 1990s, when curricular production inserted a new discourse sustained by principles and assumptions of international conferences and forums in the jargon "Education for All", of which Brazil is a signatory such as the Jomtien Conference (1990), the Conference of New Delhi (1993) and the Dakar Declaration (2000). Following the determinations of these educational events, sponsored by international organizations, being an exponent the World Bank, the country has complied the regulatory/document for setting its policy of education, expressed in documents such as the of Guidelines and Bases Law of National Education no. 9394/96 and the National Curriculum Parameters. This policy directed to the contradictory process of decentralization/centralization spreading out to the subnational levels, as the State of São Paulo and Mato Grosso do Sul. So, within the faces and interfaces of this neoliberal educational context examined in this work, the emergence and effects of prescriptive curricula, especially geography, in educational practices of public school classrooms in São Paulo and Mato Grosso do Sul and its effects on the construction of school geographical literacy. Finally, we sought to develop two experiences of geographical literacy with elementary school students (Cycle II) from the theme “local landscape”, considering the living space as a starting point for learning local geographicities articulated to next and distant logic.