Currículo da Geografia Escolar: de onde se produz o sentido de mínimo comum?

From which standpoint is it decided what should be taught in Geography classes? In this article, we explore the spatial dimension involved in the production of meaning in the making of a national Geography curriculum. Assuming that one of the most important ways to implement the National Common Curriculum (BNCC) is the content of textbooks, we analyzed the educational background of the authors of the textbooks that are part of the National Textbook Program (PNLD), as well as the regions where they work. Results show that there is an enormous spatial concentration of those involved in the production of these materials, mainly in the state of São Paulo. Since space is an active element in the construction of subjectivities, this concentration is regarded as problematic. After all, when we consider the complexities of the different realities that exist in Brazil and the significant influence the national curriculum exerts upon the construction of mentalities, we urge that spatial plurality is assured within the group that has lately been authorized to produce hegemonic meanings. [ABSTRACT FROM AUTHOR]