A importância da Geografia escolar diante das contradições da BNCC

Abstract

This study aims to analyze the importance of School Geography in civic education by examining the proposals of the Common National Curriculum Base (BNCC) for the final years of Elementary Education and its contradictions, as well as the challenges posed by an increasingly technicist and market-oriented teaching model. The premise is that Geography, as a school subject, plays a fundamental role in shaping critical individuals capable of understanding socio-spatial dynamics and acting consciously in society. However, in recent years, under the growing influence of neoliberal educational policies, Geography teaching has been progressively stripped of its critical potential, becoming limited to the transmission of content aimed at workforce preparation. The research adopts a qualitative approach, characterized by an in-depth understanding of educational phenomena, valuing context, subjectivity, and critical interpretation of data. Accordingly, a documentary analysis was carried out on normative texts such as the BNCC, the National Curriculum Parameters (PCNs), the Law of Guidelines and Bases (LDB), and other educational policies that directly impact the school curriculum. Furthermore, the study is grounded in authors such as Faria (2012), Silva (2016), Rocha (1996), Cavalcanti (1999), and Callai (2011), who contribute to the critical reflection on the social role of geographic education. The research explores the historical trajectory of the discipline and reflects on the impact of official curricula on the development of critical thinking. The findings indicate that the BNCC reinforces a technicist and neoliberal logic aimed at workforce training, which weakens the formative role of Geography in constructing active citizenship.