The National Common Curricular Base (BNCC), approved in 2018, presents changes to the
discipline and curriculum of High School Geography, generating professional uncertainties
for its teachers. Given this, the present work aims to analyze the transformation of Geography
as a curricular component in the area of Human and Social Sciences Applied at BNCC High
School and its implications for teachers of state schools in the city of Araguaína-TO. For this,
the methodology used in this work was based on a qualitative and exploratory approach,
which used bibliographic and documentary surveys, in addition to conducting semi-structured
interviews with professionals in Araguaína education (Geography teachers, pedagogical
coordinators of Human Sciences and educational advisor) via Google's electronic form. We
appropriated the theoretical and methodological references of the Theory of Discourse by
Ernesto Laclau and Chantal Mouffe and Stephen Ball's Policy Cycle. Based on the postcritical and post-structuralist perspective of Discourse Theory, we understand the curriculum
as a socio-discursive construction, which produces fluid processes of meaning that spreads
identities and differences, never finished, always provisional and contingent in places and
territories. In this sense, we understand the BNCC as a curricular document, since its text
defines questions about what to teach, directly implying the construction of school
curriculum. Such document is also interpreted, in this research, as a discourse that seeks a
curricular hegemonization, constituted from multiple social actors in different scales of
actions, which transformed their private discourses into a universal discourse and which
materialized in the approved text the objective of establishing meanings common curriculum
in all school spaces. From the analysis of the interviews, we found that Geography at the
BNCC of High School is no longer a specific and mandatory subject, but as an integrated
knowledge within the area/formative itinerary of Applied Human and Social Sciences, which
can bring implications for the pedagogical practice and professional career of teachers of
Geography. Therefore, we conjecture that the territory of the discipline of Geography is
uncertain and in dispute due to the new changes present in the BNCC of High School, in view
of the implications already felt by professionals working in the state schools of AraguaínaTO. However, in our reading, the territory of Geography is threatened by hegemonic
discourses present at the BNCC. However, they cannot prevent the creation of other senses
and curricular practices in local contexts, aiming at the defense of disciplinary territory
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