A UNESCO e a reformulação curricular da Rede Municipal de Educação de São Paulo (2017)

Abstract

UNESCO and the Curriculum Reform of the São Paulo Municipal Education Network (2017)” looks at how universalist principles for education are gaining shape and shape through educational public policies in countries that have adhered to the purposes of the 2030 Agenda for Education. Through the case study of the São Paulo municipal education network, based on documentary analysis and interviews, international cooperation is presented as a strategy for convergence and alignment of expectations between national and international policies and actors. In this sense, the research focuses on understanding how the official curriculum, as a public policy, can be an instrument for achieving the overall goals and goals of the 2030 Agenda. To understand this dynamic, the theoretical framework used was the “Cycle of Policies” by Stephen Ball (1992), highlighting the “context of influence” and the “context of text production”. Theoretical choices are justified by the purpose of expressing how the Sustainable Development Goals (SDGs) - component of the 2030 Education Agenda - have become an element of curriculum integration between the learning and development goals of each school subject. In addition, by adding this new guise to the official curriculum, the city of São Paulo becomes an international reference model recognized by the Latin American educational authorities during the Regional Meeting of Ministers of Education held in Cochabamba (Bolivia) in 2018, by articulating the UNESCO Education Agenda (2014-2021) – the leading international body for the 2030 Education Agenda – with the national references established in the Common National Curriculum Base (2017).