Different types of knowledge in the formation of the Geography teacher

The purpose of this article is to discuss the issue about the different teaching content in geography teacher's educational formation, in other words, the educational formation problem of this professional face of new requirements imposed by the contemporary world social changes. It is Important to assert that this article had a single intention of to present significant aspects relating to the issue of geography teacher's knowledge, without, however, to tackle all the aspects and variables, or either show all Brazilian authors who develop researches about this important subject. This theme involves essential aspects in discussion about educational area, especially in geography teaching. Issues related to teacher formation, like theoretical and methodological knowledge, pedagogical and school practice conception, as well as the commitment with social and transformer education are involved in the issue. To discuss the different types of knowledge in geography teacher education requires initially to explain and value the society as the focus of geographic science study, having geographic space in its totality, as the geography subject. This statement is significant because in school practice, as well as in university education (undergraduate), the geography teacher needs to know and assume a position in the presence of geographical epistemology, as well as educational theory that will apply to treat geographical concepts in the classroom.