Why Do We Betray Geographical Space? Notes For A Curricular Conversations

The present work aims to approach how geographical rationality manifests itself in the new National Common Curriculum (BNCC) of Geography for the final levels (11 to 14 years old students). It is an exploratory study based on the analysis of a Brazilian document in which we compare how the American document Learning to think spatially (2006) inspires a "turn " to geographic rationality (Brazil, Common National Curriculum Base, 2018) that sets what we consider to the spin-offs from the power of Brazilian School Geographies: the geographical space. In this exercise, supported by Doreen Massey's (2017) postulation that space is multiple, coexisting, in her conversation with teachers for a "geographical mind " and in curricular theorizations, we will discuss how some ideas migrate from geotechnology to found geographical rationality (CASTELLAR, 2017, 2019). The hypothesis of this text operates with the doubt that geographical rationality stimulates a protagonist that shifts to the margin some traditions of teaching Geography that are very valued to the agenda of the disciplinary community and for the critique of society with a conservative and autocratic regime.