Implicazioni degli strumenti geo-cartografici nei manuali scolastici del Novecento: spunti e riflessioni.

The research aims to explore in an exhaustive way the interconnections between the discipline of geography and cartography in school teaching, with particular attention to the didactic and ideological implications that emerge from their interaction. Geography, as a hinge discipline, plays a crucial role not only in the education of students, but also in reflecting, and sometimes in mediating, on the political dynamics and the dominant thought of a society. The focus of the investigation focuses on a central question: to what extent do geography and cartography present themselves as impartial tools? Are they really such, or do they have implications with political thought or with historical events of capital importance? How have these disciplines evolved in the Italian educational context from the Second World War to the present day? The thesis is divided into three main chapters, each of which addresses a distinctive aspect of the evolution of geography in Italian education, with the aim of outlining a complex and multidimensional panorama. The methodology adopted is based on a comparative and critical analysis, which includes the examination of ministerial programs, of the main historical events and of their reflection in geography school textbooks. School textbooks have been selected as representative samples for each significant period, thus allowing us to grasp the nuances and transformations that have characterized the teaching of geography during the twentieth century and beyond. The first chapter offers a detailed overview of the succession of ministerial programs for elementary and middle schools. Through a chronological analysis, the transformations and continuities in geography teaching are highlighted, showing how educational policies have been influenced by historical, social and cultural contexts. The connections between political decisions and teaching choices are revealed. This chapter emphasizes how geography is not just a set of technical knowledge, but a field in which cultural identities and values are reflected and constructed; it can be used to shape the minds of the masses. The second chapter focuses on the analysis of the representation of Italy in school textbooks, examining the evolution of the patriotic imagery and the way in which it has been transmitted through geographical knowledge to young students. Through a critical analysis of the contents, illustrations and narratives proposed, it highlights how the geographical representations of the nation in school textbooks have been shaped by ideological currents and cultural changes, contributing to the construction of national identity. This chapter offers an insight into Italian cultural history, showing how school geography can influence students' perceptions of their country and the world around them, as well as their understanding of concepts such as identity, belonging and citizenship. The third chapter addresses a topic of great historical and geopolitical relevance: the eastern Italian border. Through an in-depth analysis of the events related to this territory, disputed between Italy and Yugoslavia during the twentieth century, we reflect on how school geography has treated these events and how cartographic representations have influenced students' perceptions regarding questions of identity and territoriality. This chapter aims to reveal some political and cultural complexities related to a border that has had a significant impact on Italian history, illustrating how geography teaching can contribute to the formation of a collective imagination and a critical understanding of geopolitical dynamics. In summary, this thesis offers a significant contribution to the understanding of the role of geography and cartography in Italian education, revealing the complex interactions between geographical knowledge, political ideologies and teaching practices. The research invites us to reflect on the need for greater critical awareness in the transmission of geographical knowledge and on the importance of an educational approach that fosters a pluralistic and inclusive vision in the education of new generations. In an era in which questions of identity, citizenship and belonging are increasingly central to public debate, it is essential that the teaching of geography is not limited to a mere transmission of data and information but is committed to developing in young students a deep and nuanced understanding of the complexities of the contemporary world. Only through an education that values diversity and promotes intercultural dialogue, can we prepare new generations to become aware and responsible citizens, capable of facing global challenges with an open mind and respect for differences. In this way, geography and cartography can truly assume the role of tools for building a more equitable and sustainable future.