THE ABSOLUTE, RELATIVE AND RELATIONAL SPACES IN THE NATIONAL GEOGRAPHY CURRICULUM: LIMITS AND POSSIBILITIES

Abstract

This article presents the results from the analytical and interpretative reading of the categories of space present in the current national curriculum of Geography for basic education in Brazil. In this reading, the methodological procedures recommended by the Grounded Theory were used, which allowed the analysis of the meaning of the texts of the referred curriculum based on the interpretation of the researchers. Starting from the premise that the space that interests the development of geographic reasoning is the socially produced space, it is proposed here the appropriation of the relational space in Geography classes, without excluding the absolute and relative spaces, but giving emphasis to the first. In view of this, it was found that the BNCC/Geography contemplates, to a large extent, the relational space, so that the current Brazilian curriculum contains contemporary issues in the research field of Geography teaching. Nevertheless, the information and data discussed here allow us to conclude that there is still a long way to go in order to qualify the teaching of Geography, whether in the field of the prescribed national curriculum, or in the field of its effective practice at school and in the classroom.