GEOGRAPHICAL REASONING IN THE CURRICULAR REGULATIONS OF BRAZIL, CHILE AND ARGENTINA

Abstract

With regard to Geography teaching, it is possible to say that there have been changes in curricular regulations in several countries, with efforts to make this teaching more attractive, problematizing and concerned with reasoning geographically. This article aims to investigate how geographical reasoning is appropriated by the curricular regulations of Brazil, Chile and Argentina. To this end, documentary research was carried out, using the comparative method, to analyze and compare the BNCC – Brazil – the Curriculum Nacional – Chile – and the Nucleos de Aprendizajes Prioritarios – Argentina. The curricular regulations relating to the Final Years of Elementary School were analyzed. The results indicate that the BNCC mentions the term geographical reasoning, but does not clarify it. The Curriculum Nacional, on the other hand, emphasizes that in order to think geographically and understand the relationships and connections present in the geographical space, it is necessary to operate with knowledge, skills and attitudes specific to Geography, but it does not present or clarify these elements concerning thinking geographically. While the Nucleos de Aprendizajes Prioritarios mention and talks about important elements for Geography, such as geographical space, territory and scale, however, They don’t allude to a way of thinking about Geography. In conclusion, despite the efforts of many researchers to define what geographical reasoning, geographical thinking, spatial thinking or similar terms are, the curricular regulations that establish the guidelines for education in the three countries do not clearly and objectively define this way of thinking about Geography.