A ausência da geografia do Maranhão no currículo escolar: um estudo de caso nos anos finais da escola UEB Santa Clara, São Luís/MA

Abstract

This study investigates the presence and/or absence of the Geography of Maranhão in the curriculum of the final years of Elementary Education, using UEB Santa Clara, in São Luís/MA, as a case study. The central objective was to understand the reasons and implications behind this curricular presence or absence, observing its effects on students’ geographical formation and on the construction of a Maranhão-based identity. This qualitative research employed document analysis, interviews, questionnaires, and classroom observation, articulating the prescribed curriculum with the practices actually implemented. The results showed that, although documents such as the National Common Curricular Base (BNCC), the Curricular Document of the Territory of Maranhão (DCTMA), and municipal guidelines acknowledge the importance of the local territory, the presence of Maranhão’s geography remains minimal, fragmented, or nonexistent in lesson plans, textbooks, and teaching practices. The study also found that students demonstrate low familiarity with regional content, reinforcing the gap between school and lived reality. It is concluded that this invisibility is structural, resulting from the combination of homogeneous curricular policies, lack of state-level teaching materials, and insufficient teacher training regarding local content. The study points to the urgent need for curricular reorganization that considers the territory of Maranhão as an essential component of learning, contributing to contextualized pedagogical practices and to the strengthening of local identity and sense of belonging.