Abstract
This article presents the results of a research that analyzed the formation and pedagogical practices of high school Geography teachers. The theoretical contribution used is that of Basil Bernstein, specifically with the concept of recontextualization and the policy cycle method. The type of research used was the case study. For the construction of data, semi-structured interviews were carried out with four high school Geography teachers. The results revealed that national and state curriculum reforms brought negative changes to teachers and to the discipline, as the influence of private sector agents on policies and the demands of the labor market, reflected in the reforms, hampered the recontextualization and practice of teaching.
Keywords:
Recontextualization; Curriculum; Geography teacher; High School Reform.