Educação para a cidadania no Ensino Fundamental II
Citizenship education emerges in a context marked by major transformations that have a comprehensive impact on contemporary society. These transformations inevitably reflect on the dynamics of the teaching and learning process that takes place in schools, requiring each Curriculum Component to establish a link between scientific content and the reality of students, so that the educational process contributes to the exercise of citizenship. For this connection to be effective, it is essential that public policies aimed at education are aligned with this new reality, enabling a formative process that is meaningful and applicable to students' lives.In this sense, through a qualitative approach, supported by bibliographic and documentary research, also applying the Content Analysis methodology (Bardin, 2016), this study aims to analyze the concepts of citizenship present in the National Common Core Curriculum (BNCC), with an emphasis on the Geography Curriculum Component, seeking to identify whether, based on the guidelines contained in the document, school Geography can enable emancipatory teaching that promotes the exercise of citizenship. The results indicate that, although Geography has a variety of content that is significant for students' lives, its exploration in the BNCC is limited, since the document still gives a descriptive and technical character to the science of geography, underestimating its potential as a formative force for citizenship.