SOCIAL REPRODUCTION IN THE NATIONAL COMMON CURRICULUM BASE: POSSIBILITIES FOR A FEMINIST SCHOOL GEOGRAPHY
DOI:
https://doi.org/10.22409/GEOgraphia2026.v28i60.a60763Keywords:
Social Reproduction, Economic Production, Geography Teaching, National Common Curriculum BaseAbstract
This article considers the contributions of feminist epistemologies and feminist geography to analyze the skills outlined in the Brazilian National Common Curriculum Base (BNCC). Understanding that School Geography reproduces an economic logic focused on economic production within its curriculum, this article aims to highlight the possibility of constructing a feminine School Geography that places students' social reproduction at the center of the discourse. Thus, the BNCC skills for the final segments of Elementary School (6th, 7th, 8th, and 9th grades) were analyzed and categorized into: productive logic, reproductive logic, and insufficiently explored potential. This categorization was preceded by a theoretical discussion on feminist thought and the definition of criteria compatible with each category. The results confirmed that economic-oriented statements are predominant, but it is possible to design new possibilities for a Geography more committed to localized knowledge, reproductive work, students' daily lives, and environmental protection.
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