COGITAR UMA HISTÓRIA MARGINAL DA GEOGRAFIA NO ENSINO MÉDIO: uma abordagem via políticas de currículo.

In this article I address the changes geography has been going through in high school level in Brazil. To think about such changes, I consider the meanings produced in the hegemony of discourses that defend curricular integration in public policies. Specifically, I draw attention to the intertwined relationships between geography and interdisciplinarity, understanding them as political moments in which articulations around the ideas of integration take place. With contributions from Laclau's discourse theory and Derrida's Deconstruction thinking, I propose a discursive approach to problematize how geography has been signified, in different political contexts, in its relations with the name interdisciplinarity. Empirically, I focus on national curriculum documents through which I seek to highlight critical features of the curriculum organization by disciplines and the recurrent defense of curriculum integration as a horizon for basic education. With this approach, I believe it is also possible to think of an alternative/marginal reading of the history of the school subject geography, based on the contributions of curricular studies in a post-structural register. [ABSTRACT FROM AUTHOR]