2024-08-062024-08-062018-06PIRES, Lucineide Mendes; CAVALCANTI, Lana de Souza. Flexibilização como princípio curricular da formação de professores de geografia. Revista Brasileira de Educação em Geografia, Campinas (SP), v. 8, n. 15, p. 63–86, 2018. DOI: 10.46789/edugeo.v8i15.525. Disponível em: https://www.revistaedugeo.com.br/revistaedugeo/article/view/525. Acesso em: 31 jul. 2024.e- 2236-3904http://repositorio.bc.ufg.br//handle/ri/25211The present text reports part of the results of a research that aimed to analyze the curriculum of undergraduate courses in Geography of federal and/or state public institutions in different geographic contexts of the country, considering the principle of curricular flexibilization proposed by the National Curricular Guidelines for the Education of Basic Education Teachers (DCNs). In this section, we present a set of conceptual aspects and other elements of contextualization of educational policies and curriculum directed towards teacher education, with a focus on curricular flexibility. By extension, in the sequence, it is located the flexibilization as methodological strategy and guiding principle of the elaboration-organization of the curricula of the training courses of geography teachers researched. For this purpose, CNE/CP Resolution 1/2002 and complementary legislation/norms are analyzed, as well as ten Pedagogical Projects of Courses (PPC) of Degree in Geography developed in public universities (state and federal), located in different regions of the country.porAcesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/DCNFlexibilização curricularFormação de professores de GeografiaCurricular flexibilityTraining of teachers of GeographyArtigo10.46789/edugeo.v8i15.525