The Geography school curriculum is a complex and very important topic, not only for Geography itself, but also for other sciences. There are several issues that involve the school curriculum, such as politics, economics and pedagogy, which structure a document that explains conceptions and projects. Among its multiple interrelated aspects, its ontological aspect stands out, which, in our view, finds in the Geography school subject an important contribution to the hegemonic dynamics of the capitalist mode of production by stimulating an apparently strange relationship between society and space. This study is developed under the methodological guidance of dialectical materialism, it starts from real premises, which are men in their real development process, under determined and empirically visible conditions. Thus, throughout its history, the teaching of school geography was guided by the concern to consolidate the distance between the subject and space, according to the prerogatives of Cartesian philosophy. In the first place, to discuss the philosophical tradition concerning the development of ontology, starting from the Greeks to the Marxist ontological formulations. In the next moment, all this philosophical foundation serves as a theoretical substrate for the approach to the curriculum issue and we carry out a marxist approach to curriculum by philosopher Antonio Gramsci. Finally, we carried out a study about the main moments of organization and structuring of the curricular issue in the country, from the colonial period to the end of the 20th century. In this sense, from the 19th century onwards, we have focused our attention on the Geography school subject, precisely to find the ontological roots that mark this subject. Thus, it becomes necessary to reorganize the teaching of Geography in the curriculum with a view to allowing space to be understood as a product of the action of human transformation and, consequently, according to Marxist thought, as a transformation of the self.