ABSTRACT
In this third decade of the 21st century, a period in which neoconservative actions seek to euphemize, distort and make social, political, economic and cultural issues invisible, discussions about school curriculum and public educational policies become central. Initially, we promoted an analysis of the relationship between curriculum and power, in which different actors express their intentions, highlighting some themes and underlying others. Then, we approach the role of the textbook in the school curriculum, especially in the field of Geography teaching, in a perspective that sometimes relativizes, sometimes prioritizes the use of these manuals in the teaching and learning processes. Finally, we seek to understand public policies related to textbooks and the recent actions in the field of curriculum, embodied in the Common National Curriculum Base (Base Nacional Comum Curricular - BNCC) and in the High School Reform.
KEYWORDS:
Common National Curriculum Base; National Textbook Program; educational policies