DIDACTIC RECONTEXTUALIZATION AND SYMBOLIC CONTROL: REFERENCES TO CONTINUE THINKING ABOUT GEOGRAPHICAL KNOWLEDGE IN SCHOOL

Abstract

The present text seeks to explore concepts and ideas that aim to contribute to the debate about the implications arisen from the constitution of curriculum discourses towards to the educational process of students from basic Brazilian school system, especially in the field of Geography Teaching. The propositions made by Basil Bernstein's on didactic recontextualization and the symbolic control devices that have been embedded in curricular discourses are focused on this research, in order to highlight elements that might contribute to raising awareness about the challenges and roles of the school and the geography teaching in the educational process of youngsters who are meant to be knowledgeable of the world and of themselves. The bases presented in this text proposes to the curriculum adopted by schools some premises: the transit between different geographic scales of analysis; the attention to the primary contexts of socialization of the students; the non-hierarchical differentiation between consensual and scientific knowledge; the instrumental character of the geographical concepts to understanding local realities and the teacher authorship in the construction of school curriculum.