The conceptions of the curriculum and its implications in the geographical speech

Abstract

The curriculum configures itself as one of the most important fields of study in education. In addition to a mere selection of contents, it constitutes an element that affects the proper functioning of the school in view of its political and pedagogical character. In his way, this article proposes to discuss, through a bibliographical study, the curriculum / teaching interface of Geography, based on the analysis of the different conceptions that support the curriculum theory, according to Costa (1999), Goodson (2008) and Silva (2010), as well as its implications in the Geography classroom. To that end, we revisited the main currents of thought in Geography, through the contributions of Martins (2011), Oliveira (1994) and Tonini (2006), relating them to the pedagogical achievement of the teachers of this discipline, as well as to the curricular proposal contained in the National Curricular Parameters.