<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2018000100059</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.issn.0102-6801.v32n65a2018-04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por que é tão difícil definir o conhecimento a ser ensinado na escola? Um olhar para a Geografia]]></article-title>
<article-title xml:lang="en"><![CDATA[Why is it so difficult to define the knowledge to be taught in school? A look for the Geography]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Por qué es tan difícil definir el conocimiento a ser enseñado en la escuela? Una mirada a la Geografía]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galian]]></surname>
<given-names><![CDATA[Claudia Valentina Assumpção]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stefenon]]></surname>
<given-names><![CDATA[Daniel Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<volume>32</volume>
<numero>64</numero>
<fpage>59</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2018000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2018000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2018000100059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo se fundamenta em resultados de uma pesquisa que pretendeu evidenciar as escolhas consubstanciadas em documentos curriculares de produção recente no que se refere à definição da importância do conhecimento escolar de Geografia e do que constitui conhecimento relevante a ser abordado nas aulas dessa disciplina. Da mesma forma, professores universitários e da escola básica, envolvidos com a pesquisa e a produção de conhecimentos na área e/ou com o ensino da disciplina - em cursos de licenciatura e em salas de aula do Ensino Fundamental - foram instados a refletir sobre os mesmos aspectos e a se posicionarem frente a uma seleção de excertos dos documentos antes mencionados. Os resultados são discutidos à luz de referenciais teóricos do campo do currículo e do conhecimento escolar, notadamente Basil Bernstein, na análise do processo de recontextualização do conhecimento especializado na constituição do discurso pedagógico, e Michael Young, em sua ênfase no conhecimento como princípio de organização curricular, na necessária diferenciação entre o conhecimento escolar e aquele que advém da experiência cotidiana dos alunos, e na ideia de conhecimento poderoso. Ressalta-se entre os achados da pesquisa, a sintonia entre as seleções encontradas nos documentos e as suas opções diferenciadas no que se refere ao espaço conferido para as escolhas desenvolvidas na escola. E destaca-se, centralmente, a dificuldade - por parte dos sujeitos entrevistados - para desenvolver reflexões acerca do que constituiria uma base de conhecimentos relevantes a serem ensinados na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se fundamenta en resultados de una investigación que pretendió evidenciar las elecciones consubstanciadas en documentos curriculares de producción reciente en lo que se refiere a la definición de la importancia del conocimiento escolar de Geografía y de lo que constituye conocimiento relevante a ser abordado en las clases de esa disciplina. De la misma forma, profesores universitarios y de la escuela básica, involucrados con la investigación y la producción de conocimientos en el área y/o con la enseñanza de la disciplina - en cursos de licenciatura y en aulas de la educación primaria - fueron instados a reflexionar sobre los mismos aspectos y se posicionar frente a una selección de extractos de los documentos antes mencionados. Los resultados se discuten a la luz de las referencias teóricas del campo del currículo y del conocimiento escolar, principalmente Basil Bernstein, en el análisis del proceso de recontextualización del conocimiento especializado en la constitución del discurso pedagógico, y Michael Young, en su énfasis en el conocimiento como principio de organización en la necesaria diferenciación entre el conocimiento escolar y el que viene de la experiencia cotidiana de los alumnos, y en la idea de conocimiento poderoso. Se resalta entre los hallazgos de la investigación, la sintonía entre las selecciones encontradas en los documentos y sus opciones diferenciadas en lo que se refiere al espacio conferido para las elecciones desarrolladas en la escuela. Se destaca, centralmente, la dificultad - por parte de los sujetos entrevistados - para desarrollar reflexiones acerca de lo que constituiría una base de conocimientos relevantes a ser enseñados en la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[School knowledge]]></kwd>
<kwd lng="en"><![CDATA[Geography]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[Geografía]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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