O ensino-aprendizagem fundamentado no raciocínio geográfico como subsídio à análise comparada das normativas curriculares da educação básica no brasil e na itália

Abstract

A considerable portion of the most recent research in the field of School Geography has been dedicated to the investigation of the modus operandiused in the interpretation of the spatiality of facts and phenomena. Therefore, mental operations essential tothe exercise of an effectively geographic reasoning are, nowadays, the object of systematic investigations. It is in response to this contemporary reality that initiatives have been registered in several countries aimed at the recent reformulation of their curricular regulations that guide the teaching of geography and, consequently, their teaching systems. In order to identify and understand the geography prescribed in the official documents that govern education in Brazil and Italy, this article presentsthe results of the comparative analysis between these national documents. In this analysis, we used the Grounded Theory and took as a reference and foundation the substantive concepts that we deem essential for geographic analysis (space –scale –time) and the development of an effectively geographic reasoning. The results of this analysis reveal a set of significant, diversified and even, to a certain extent, discrepant conditions regarding the geography that is intended to be taught in both countries.