Resumen

GALIAN, Claudia Valentina Assumpção  y  STEFENON, Daniel Luiz. Why is it so difficult to define the knowledge to be taught in school? A look for the Geography. Educação e Filosofia [online]. 2018, vol.32, n.64, pp.59-90.  Epub 20-Sep-2020. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.issn.0102-6801.v32n65a2018-04.

This article is based on the results of a research that sought to highlight the choices embodied in curricular documents of recent production regarding the definition of the importance of the school knowledge of Geography and of what constitutes relevant knowledge to be approached in the classes of this discipline. Furthermore, university and elementary school teachers, involved in the research and production of knowledge in the area and/or teaching the discipline - in undergraduate courses and in Elementary School classrooms - were urged to reflect on the same aspects and to analize a selection of excerpts from the aforementioned documents. The results are discussed since the theoretical references in the field of curriculum and school knowledge, specially Basil Bernstein, in the analysis of the recontextualization of specialized knowledge and in the constitution of pedagogical discourse, and Michael Young in his emphasis on knowledge as a principle of curricular organization, in the necessary differentiation between school knowledge and that which comes from students' daily experience, and in the idea of powerful knowledge. Among the results is the coherence between the selections found in the documents and their different options regarding the relevance of the choices of the school. Furthermore, the difficulty - from all the interviewed - to develop reflections about what would constitute the relevant knowledge to be taught in the school.

Palabras clave : Curriculum; School knowledge; Geography; Elementary school.

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