The present work consists of a study about the landscape in the teaching of Geography, whose
general objective is to analyze how the concept of landscape by teachers and Didactic Book in
High School in the public schools of Porto Nacional - TO is approached. In order to reach the
general objective, a bibliographical survey was carried out concerning the concept of
landscape in geographic science and the concept of landscape present in the didactic book
adopted by the schools studied was also investigated. In order to do so, we analyzed 7 didactic
collections of High School, each collection has 03 volumes. The Guide of the PNLD 2015
Textbook was used because it is the guiding guide for the analyzed collections that belong to
the triennium 2015, 2016 and 2017. For this analysis was taken into consideration: landscape
conception - to observe how the author understands this concept (the elements that consider
members of the landscape) to verify if the landscape appears as a specific content (unit of the
book) or is recurrent throughout the didactic book; to observe if there is any suggestion of
practical activity in relation to the concept of landscape; as the author of the book suggests
working with this concept, as well as with the bibliographical suggestion. It was also analyzed
the methods adopted by the teachers to work the landscape in High School and its relation
with the Didactic Book. We interviewed 7 teachers of Geography of the state public schools
that offer High School in the municipality of Porto Nacional - TO. It was possible to verify
that the concept of landscape is mentioned in the books from the concept of geographic space,
being little worked in the didactic collections in general. Based on the interviews, it was found
that teachers understand the importance of the concept of landscape for the development of
students and seek to approach this concept from the student's daily life, thus enhancing their
prior knowledge. The teachers stated that despite the difficulties encountered to perform the
practical classes, it is necessary to create viable alternatives so that the process of teaching
learning occurs in a significant way.
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