Orientações curriculares de geografia no Brasil e na Itália: aproximações e distanciamentos

Abstract

To what extent are there similarities and differences in the curricular orientations of Geography prescribed by different countries? Seeking to understand how the guidelines for the Geography component are organized in a context other than the Brazilian one, this article presents a comparison between the curricular guidelines prescribed for the elaboration of curricula and pedagogical proposals for basic education in the country (Base Nacional Comum Curricular–BNCC) and in Italy (Indicazioni Nazionali per il Curricolo della Scuola dell'Infanzia e del Primo Ciclo d'istruzione). In order to meet this objective, we present, at the outset, the current school division in Brazil and Italy, as well as the general norms for teacher training in these countries in the quest to provide a picture of their school systems, to then deal with the structure of its curricular norms and guidelines for the Geography component. The national curriculum norms analyzed here, although they are intended to prescribe guidelines for the same school subject, reveal similarities and differences. In general, both norms converge to the idea that Geography must overcome the simplistic and merely descriptive condition and move towards a Geography that is meaningful and problematizes contemporary issues. On the otherhand, the gaps are present in the structure of the document, in the content to be treated by the discipline at school and in the indications of how to achieve the expected results.