The linchpins of geographic reasoning for a successful teaching/learning: Comparison between school curricula in Italy and Brazil

A considerable portion of the most recent researcher in the field of geography learning has been dedicated to the investigation of the modus operandi employed in the interpretation of the spatiality of facts and phenomena. Therefore, mental operations essential to the exercise of an effective geographic reasoning are, nowadays, the object of systematic investigations. It is in response to this contemporary reality that it is registered in several countries that initiatives aimed to the recent reformulation of their curricular norms guiding the teaching of geography and, consequently, their educational systems. With the purpose of identify and understand the geography prescribed in the official documents that rule the education in Brazil and in Italy, this study shows the results of a comparative reading among these national documents. In our comparative analysis, to which we associated to the Grounded Theory, we took as reference and foundation the substantive concepts that we consider...