School geography, coloniality, neoliberalism, and school culture in dispute

Abstract

This article examines School Geography and the influences of coloniality and neoliberalism on educational culture. Adopting a historical perspective, the study traces the trajectory of the discipline from the colonial period to contemporary curricular reforms, such as the National Curriculum Parameters (PCN) and the National Common Curricular Base (BNCC). Through a theoretical-critical and decolonial lens, the analysis reveals how School Geography has been instrumentalized to reinforce Eurocentric narratives and power structures—initially tied to the formation of national identity and later aligned with neoliberal agendas. The study highlights contradictions between theoretical advancements—such as Critical Geography and decolonial proposals—and political setbacks, evidenced by the technicist standardization of curricula and the commodification of education. Findings indicate that, despite limitations imposed by centralized policies, alternative pedagogical practices—including participatory mapping, interdisciplinary projects with social movements, and anti-racist approaches—demonstrate potential for fostering an emancipatory Geography. The article concludes that overcoming colonial and neoliberal legacies requires valuing teacher autonomy, addressing educational precarity, and integrating marginalized epistemologies.