O ensino médio amazonense e o discurso curricular

Abstract

This study analyzes how the discourses present in School Geography within the Curricular and Pedagogical Proposal for Upper Secondary Education in Amazonas (2021) are shaped by the Brazilian educational reform. It seeks to understand the extent to which these discourses converge with or diverge from the National Common Curricular Base (BNCC, 2017) and the recent trajectory of School Geography in Brazil. The study is grounded in the understanding of curriculum as a historical, political, and discursive construction, traversed by power relations and disputes over the selection of knowledge and educational purposes. Methodologically, Critical Discourse Analysis is adopted as the theoretical-analytical framework, articulated with the field of curriculum studies and School Geography, using official international, national, and state documents as its corpus. The analysis shows that the Amazonas curriculum is organized through processes of discursive recontextualization, in which the normative principles of the BNCC are reinterpreted and operationalized through the articulation of competencies, knowledge objects, and essential learning. The findings indicate that the document incorporates contemporary discourses emphasizing competency-based education, curricular integration, interdisciplinarity, and preparation for the world of work, while also mobilizing themes related to citizenship, diversity, and sustainability. However, this movement generates tensions, particularly regarding the epistemological specificity of Geography, whose concepts tend to be functionalized in favor of broader competencies. The study also identifies discursive strategies that legitimize educational reform while naturalizing certain conceptions of teaching and obscuring underlying disputes. At the same time, the curriculum promotes a process of territorialization by incorporating issues from the Amazonian reality, such as territorial conflicts, sociocultural diversity, and socio-environmental dynamics, thus providing greater concreteness to teaching. It is concluded that School Geography within the Amazonas curriculum is shaped by tensions between different curricular rationalities, revealing the coexistence of critical perspectives and pragmatic orientations. This highlights the curriculum as a space of dispute over meanings related to knowledge, subject formation, and the role of education in contemporary society.