This research is dedicated to the study of Geography at the Common National Curriculum Base
(BNCC) for Elementary School. The interest for this study appeared when identifying the
indication of the territory category, utilized for the teaching of Geography in the BNCC.
Therefore, the Master’s Thesis present have the objective to reflect how the aforementioned
document orients the study of the territory category for geographic education. The
implementation of the document is the result of a historical process in Brazil, which began in
the Federal Constitution of 1988 and is reflected in other federal normative documents, such as
the Lei de Diretrizes e Bases da Educação Nacional (LDB), the Plano Nacional de Educação
(PNE) and others. The research, of a theoretical nature, was based on reflection on the
epistemological status of geographic science for teaching, the importance of the development
of geographical reasoning in school and the contribution of the used territory for geographic
education. The BNCC is structured on the basis of competences and skills, which were analysed
in order to verify the possibilities of working with the category used territory in elementary
education. After the analysis of the references chosen for the research, it is concluded that the
curricular subject, Geography, in the area of human sciences of the BNCC for primary
education, demonstrates great possibilities for the development of geographical reasoning, not
only of geographical science, but also of teaching, starting from the category used territory.
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