THE NOTION OF THE ABSURD IN CAMUS AND SCHOOL GEOGRAPHY

Abstract

This article is a fabulation with and about School Geography. Product of thoughts and desires of experiences with studies and practices of this geography, it is based on a translation, hybridization, detachments that its authors engender from the Aesthetics of the absurd – the absurdism – of Albert Camus. We were inspired by the Myth of Sisyphus to defend the incorporation of the absurd in school, which allowed us to compose operations of the uncontrollable, of what cannot be banished from the curriculum, in an insurmountable tension, the incessant rolling of a curriculum stone. Making use of the contributions of Judith Butler, we imagine a curriculum with no tomorrow, strained by the precariousness marked by the absurd. Provoked by Larrosa, Deleuze and Guattari, we argue for the defense of the uncontrollable curriculum, valuing experience, open to the sensitive and that potentiates becomings. In this path, we will reflect on the Curricular Field and School Geography, focusing on the Common National Base (BNCC) to guide their movements of affirmation of curricular univocity; and fictionalize Sísifo, on a trip back to the future, praising and fabulating Geography in the school curriculum.