The aim of this research is to find out how statements that constitute the discourse of the school knowledge in Geography build up relationships with one another, considering that, in the course of this process, complex intersections occur with other discourses. Mainly based on Michel Foucault's theorizations, especially on The Archeology of Knowledge and The Discourse Order, it discusses issues about interdiscoursive and interdiction processes. Analyzing school text books, it was possible to verify that this discourse is established with ambivalent relationships, once there are some contents that are 'in' and others that become 'out' of the discourse order. Such interdiction processes were also understood as power effects.
curriculum; discourse; school knowledge; geography