The present work aims to investigate the existing relationship between the Standards and the curricular Guidelines of the teaching of Social Sciences with the percentage of the geographical contents addressed in the different classes, the methodology and geographical contents used by some teachers in development of school activities with their students and achieve an approach to the perception that teachers have about geographic knowledge and its teaching-learning process, in order to enable the construction of strategies to update the teaching-learning processes of Geography. Finally, a tour of the national regulations on the teaching of Geography and its impact on classrooms in relation to the teaching of school geography is presented.