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Аbstract: The interdisciplinary teaching-scientific disciplines and all participants in the educational process, the school becomes an environment in which, in addition to teaching and learning, fosters the harmonious development of personality of students with various aspects. Geography and ethnology ratio is determined by their position in the system of scientific disciplines and tasks that have in education. From ethnology as a science is the selection of content, according to educational and functional tasks of teaching geography in specific socio-historical context. In geography textbooks represented ethnological themes through the study of the origin, beliefs and customs of a nation or community. As such, characteristics of the different analyzed ethnology people, by studying the relations between them, and thus enrich the geography textbooks. Ethnological facilities are very suitable for the teaching process because they enable wide application forms and methods, as well as a wide selection of new information and communication educational technologies. The aim of this paper is based on defining similarities and differences between geography and ethnology, as well as related and in many ways related to science and unbreakable. The aim of the paper points to the scale of the ethnological contents in geography textbooks for Secondary school. The results show that in terms of geography and ethnology, there are some similarities, but also differences when it comes to the interpretation of certain phenomena, processes and principles. Based on the results, proposals are defined which are contributing to a more efficient study of ethnological content with the aim of more obvious, more permanent and more practical adoption of students’ knowledge.

Representation ethnological content in geography textbooks for 2nd grade gymnasium