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A agua, enquanto elemento e bem natural, possui papel relevante como agente do espaco geografico. Neste sentido, considerando os objetivos da Geografia na educacao escolar, julga-se que a compreensao e analise de questoes socioambientais que envolvem a agua sao fundamentais para construcao do raciocinio geografico. Perante esse contexto, este artigo versa sobre o estudo das aguas na Base Nacional Comum Curricular (BNCC), diante o campo de investigacao da ciencia geografica, tendo por objetivo analisar a abordagem dada ao tema da agua na BNCC em Geografia – anos finais do Ensino Fundamental e Ensino Medio – e as possiveis repercussoes a formacao inicial de professores de Geografia no Brasil. Por meio de revisao de literatura e analise documental verificou-se o enfoque interdisciplinar da BNCC a partir dos objetos do conhecimento, direcionando de forma efemera a perspectiva hidrogeografica no componente escolar de Geografia. Diante dessa premissa, entende-se que os cursos de licenciatura em Geografia precisam adaptar de forma inter e transdisciplinar, os conteudos relativos ao estudo das aguas, a fim de potencializar a compreensao geografica do profissional em formacao para aplicacao na educacao basica.PALAVRAS-CHAVEEducacao geografica, Hidrografia, Formacao docente, Interdisciplinar. THE STUDY OF WATERS IN THE TRAINING OF GEOGRAPHY TEACHERS BEFORE THE COMMON NATIONAL CURRICULAR BASE IN BRAZILABSTRACTWater as an element and a natural resource has a relevant role as an agent of geographic space. Thus, considering the objectives of Geography in school education, it is believed that the understanding and analysis of socio-environmental issues that involve water are fundamental for the construction of geographic reasoning. Before this context, this paper deals with the study of water in the National Common Curricular Base (BNCC), in the field of geographic science research, aiming to analyze the approach given to the theme of water in BNCC in Geography - final years of Teaching Elementary and High School - and the possible repercussions for the formation of Geography teachers in Brazil. Through literature review and documentary analysis, the interdisciplinary approach of BNCC was verified from the objects of knowledge, directing the hydrogeographic perspective in the school discipline of Geography in an ephemeral way. From this premise, it is understood that undergraduate courses in Geography need to adapt in an interdisciplinary and transdisciplinary way, the contents related to the study of waters, in order to enhance the geographical understanding of the professional in training for application in basic education.KEYWORDSGeographic education, Hydrography, Teacher training, Interdisciplinary.

ESTUDO DAS ÁGUAS NA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA EM FACE DA BASE NACIONAL COMUM CURRICULAR NO BRASIL