PENSANDO O CURRÍCULO DA GEOGRAFIA ESCOLAR E A FORMAÇÃO DE PROFESSORES NOS PAÍSES DO CONE SUL.

In this article we seek to discuss elements that characterize and that go back to a reflection on the curriculum and/or curriculum strategies for Geography in countries of the Southern Cone, as well as highlighting the relationship between the curriculum and teacher training. The text is characterized by being a theoretical review associated with perceptions and debates arising from the academic trajectories of the authors of this article. We show that some curricular structures of Geography in the five countries of the Southern Cone (Argentina, Brazil, Chile, Paraguay and Uruguay) are sometimes quite different, however, at other times, they are very close. We also emphasize that teacher training that allows knowing these different realities can be very promising and assist in solving teacher demands in schools, thus, we discuss teacher training as a point to be integrated among the countries of the Southern Cone. We conclude that thinking about curricular issues is central to contemporaneity, especially in the current context, marked by political, social and economic changes, so that the critical dimension of School Geography in the countries of the Southern Cone is not lost. In addition, we emphasize that the importance of the debate on teacher training for the issues that permeate the school curriculum, that is, it is not possible to think of a curriculum that falls short of teacher training. [ABSTRACT FROM AUTHOR]