Os desafios na construção do currículo de estudos sociais brasileiros em uma escola internacional: BNCC, PYP e a formação da identidade cultural

Abstract

International schools emerged to meet the needs of foreign families residing in Brazil. Currently, the majority of students are Brazilian children whose families seek institutions that offer English-language immersion mediated by expatriate teachers. To operate within Brazilian territory, these institutions must comply with the norms and legislation governing national education. In this context, the Brazilian Social Studies (BSS) curricular component aims to ensure the teaching of Brazilian History and Geography, aligning local content with the requirements of the BNCC. This research describes the process of constructing this curriculum based on an inquiry unit for the 5th grade of elementary school in an international school located in Salvador, Bahia, considering all the learning objectives of the American/international curriculum. Thus, the study raises the following guiding question: how can the dialogue between the guiding documents of the BNCC (Base Nacional Comum Curricular) and the PYP (Primary Years Programme) support the construction of an integrated curriculum focused on multiculturalism and cross-curricularity in the development of students’ cultural identity within the context of an international school operating in Brazilian territory? This question is justified as it promotes students’ recognition and appreciation of their own culture in dialogue with other global perspectives, strengthening their sense of belonging through the integration of knowledge. The central objective of this study is to present how this integrated curriculum was constructed and its applicability. To this end, a comparative documentary method was employed, adopting a qualitative methodological approach based on a literature review and analysis of the results of the student’s pedagogical experiences. In light of the above, we conclude that this curricular dialogue, in addition to organizing and connecting content, contributes to the multicultural teaching-learning process and to the continuous development of future global citizens.