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The last 20 years of Brazilian education were marked by the accentuation of curricular debates in the academic, political and pedagogical spheres. However, this increase in the discussion should not be understood by effective changes in school curricula, since these changes are only effective from the teacher's practice. There is a context of strong uncertainties about the presence of Geography in High School. In this text a bibliographic survey on curriculum and the teaching of Geography in High School is carried out. We understand that the curriculum presented to teachers undergoes modifications and it is in the teacher that we can find the key to understand how the curriculum can be made feasible. He is a central agent to make the curriculum viable, and does so in the face of various influences, dealing with various components to make his teaching project viable. In this perspective, it is the teacher who will make possible the curriculum from the relative autonomy that has, when questioning its practice, from its conception of Geography and teaching of this curricular component. The changes that are put through the reform of secondary education attack the teacher training and professionalism of the teacher and also, the training of young Brazilian students. Faced with this reality that is imposed on us we must act and exercise our work in the classroom, Geography in Secondary Education being the place of resistance.

Reforma do ensino médio e o ensino de Geografia: Estreitamento curricular e resistências na atuação docente