THE TEACHING OF GEOGRAPHY IN BRAZIL: FROM THE INSTITUTIONALIZATION OF GEOGRAPHICAL KNOWLEDGE TO THE IMPLICATIONS OF THE LAW NUMBER 13.415/2017 AND FROM BRAZILIAN NATIONAL COMMON CURRICULAR BASE

Abstract

This work aims to discuss the trajectory of Geography in Brazilian High Schools, from its institutionalization as a disciplinary geographic knowledge, in the nineteenth century, to the implications of the Law number 13.415/2017 and the creation of the Brazilian National Common Curricular Base. To do it so, Geography is placed inside the main educational reform and curricular propositions of the country, since the nineteenth century, and on the going through the High School curricular parameters and guidelines, until the recent educational policies that were consolidated on the High School reformation and on the BNCC (Brazilian National Common Curricular Base). This is a qualitative research, whose methodological procedures are based on bibliographic and documentary research, through which the study and analysis of curricular documents and bibliographic references that deal with the issue at handiscarried out. It is note worthy that the teaching of Geography is marked by the different meanings brought with documents and educational laws published over the years, which determine the content and the way geographic knowledge should betaught at school. Through this context, in addition to the lack of guidance regarding how Geography teaching will take place with in the scope of the humanities and social sciences training itinerary, the BNCC document identifies the absence of autonomous school geographic knowledge, by having in view that the breadth of the categories defined in the BNCC does not consider the specificities of geographic science. This fact can compromise the discussion and understanding of important concepts, dear to Geography and essential for understanding the dynamics of space, in its different scales and dimensions.