Abstract

VILELA, Carolina Lima. School knowledge in Geography: exploring disputed discourses in the definition of boundaries between disciplines in curriculum. Educação e Filosofia [online]. 2018, vol.32, n.64, pp.135-156.  Epub Sep 20, 2020. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.issn.0102-6801.v32n64a2018-07.

In this work, the curriculum is seen as discursive production. Textbooks are analyzed, assuming that they are one of the possibilities of apprehending the materiality of the school knowledge discourse in Geography. Seeking to identify how the statements that are considered valid to signify this knowledge are intertwined, we explore the sayings that are in dispute in the definition of school disciplines. It was possible to verify that the Geography affirms itself in a complex discursive articulation, defining faint borders with other school disciplines, like History, Biology and Sciences, as well as producing meanings that are related to the scientific discourses. Such articulations are built on ambivalent logics that blend innovations and traditions.

Keywords : Curriculum; School knowledge; Geography; Discourse; School discipline.

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