The purpose is to explain the pedagogical effects of the permanence of traditional foundations in school geography. In this regard, the historical conditions of the 19th century are assumed, where the transmissive practice of geographical contents was proposed, whose current constancy weakens the formative quality of citizens as actors of the present epoch of changing, paradoxical accent and of significant transformations. This problem determined a bibliographic consultation to structure a reflection on the inclusion of geography science in the school and the reasons for its pedagogical in-novation. It concludes by emphasizing that this formative work must assume the immediate reality as its object of study and promote the didactic research to understand the geographical lived with critical and constructive conscience.