This article analyzes how the issue of citizenship and possible aspects related to this theme (the construction of identities, diversity, the right to memory, meaningful learning, inclusive evaluative practices, etc.) have repercussions on guiding principles, teaching of History, teaching and learning methodology, establishing the skills and abilities expected at each stage of school life and the organization of the contents in the curriculum grid present in the State of São Paulo Curriculum: Human Sciences and its technologies for teaching this discipline in basic education. This is a relevant repercussion in the curricular program due to its influence in the daily activities of the didactic activities developed in the classroom and to the importance of the discipline for the constitution of the identity of the student and their formation as an active citizen and transforming agent of reality in the measure which addresses historical events as a result of the actions of all men and not just "big characters" (rulers, diplomats, generals, etc.) and political, social and civil rights as a product of demands, negotiations, struggles and conquests of groups and social movements over time.
Education; History teaching; Curriculum; São Paulo