The paper aims to evaluate and define, in the Italian primary school, the role of geographical education in relation to the great challenges of "Agenda 2030". The National Guidelines (2012) favour traditional subjects of the discipline (orientation, landscape, region...), while in 2018 the Ministry of education issued new guidelines to strengthen transversal themes (education for citizenship and sustainability). With the law 92/2019, Civic education was then reintroduced in schools. These are signs that the school programs need to be renewed. How can the new thematic cores complement the traditional ones in teaching practice? And with what space, with little time available? And what role can Geography and Civic education have on the topics of the 2030 Agenda? The qualitative analysis of a sample of textbooks helps to outline the terms of the question and to suggest perspectives for intervention.
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