Cartografia e Ensino de Geografia: Trajetórias e Diálogos entre Investigações Acadêmicas Brasileiras e Outros Conhecimentos Cartográficos (1970-2026)

Sep 8, 2026

The paper revisits key academic research contributions on Brazilian middle- and high-school cartography and their influence on geography education from the 1970s onward. A literature review identifies and interprets prevailing trends and paradigms, outlining major advances and persistent obstacles in the field. The study also dialogues with critical and disruptive cartographic concepts that challenge traditional representations, culminating in a reflection on future directions and possible developments, considering the diversity of subjects involved.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Introduction

Cartography as a form of language and representation

Maps in school education and current digital contexts

CARTOGRAPHY AND GEOGRAPHY TEACHING: TRAJECTORIES AND DIALOGUES BETWEEN BRAZILIAN ACADEMIC RESEARCH AND OTHER CARTOGRAPHIC KNOWLEDGE (1970-2026) CARTOGRAFIAE ENSINO DE GEOGRAFIA:TRAJETÓRIAS EDIÁLOGOS ENTRE PESQUISAS ACADÊMICAS BRASILEIRASE OUTROS SABERES CARTOGRÁFICOS (1970-2026) CARTOGRAFÍA YENSEÑANZADELA GEOGRAFÍA: TRAYECTORIAS Y DIÁLOGOS ENTRE INVESTIGACIONES ACADÉMICAS BRASILEÑAS YOTROS CONOCIMIENTOS CARTOGRÁFICOS (1970-2026) Raquel de Padua PEREIRA 1 e-mail: [raqueldepaduapereira@gmail.com](raqueldepaduapereira@gmail.com) How to reference this paper: PEREIRA, Raquel de Padua. Cartography and geography teaching: trajectories and dialogues between Brazilian academic research and other cartographic knowledge (1970- 2026) . Revista Geografia em Atos, Presidente Prudente, v. 10, n. 00, e026008, 2026. e-ISSN: 1984-1647. DOI: [https://doi.org/10.35416/2026.11423](https://doi.org/10.35416/2026.11423) . | Submitted: 26/02/2026 | Revisions required: 17/03/2026 | Approved: 25/03/2026 | Published: 18/06/2026 Editors: Prof. Dr. Nécio Turra Neto Prof. Me. Karina Malachias Domingos dos Santos 1 Federal University of ABC (UFABC), São Paulo – São Paulo (SP)– Brasil. Geographer (USP), Master ’s in Urban and Regional Planning (UFRJ) and Ph.D. in Geography (Unicamp) . Currently, she is a visiting professor affiliated with the Bachelor ’s Degree in Human Sciences at the Federal University of ABC. She works at the interface between the areas of Human Geography, Urban Planning and Geography Education. She was a teacher in basic education in the public and private school systems of the municipality of São Paulo. ABSTRACT: This paper revisits some of the most significant contributions of academic research in the field of Brazilian middle and high school cartography and their impact on geography education. Through a literature review, as well as the identification and interpretation of trends, the main paradigms in the field of geography regarding middle and high school cartography have been identified, beginning in the 1970s and continuing to the present. The aim is to provide an overview of this journey as a contribution to the state of theart in the field, highlighting its advances and obstacles. Furthermore, the text engages with other cartographic concepts that take a critical and disruptive stance toward traditional representations, concluding with a reflection on the future directions and possibilities for the field, taking into account the diversity of its subjects. KEYWORDS: Geography teaching. Cartography. School cartography. Critical cartography. Spatial thinking RESUMO: Este texto revisita algumas das mais relevantes contribuições das pesquisas acadêmicas na área da cartografia escolar brasileira e seus impactos no ensino de geografia. Através de revisão bibliográfica, identificação e interpretação de tendências, identificou-se os principais paradigmas na área da Geografia sobre cartografia escolar, apartir da década de 1970 em diante. O objetivo é oferecer uma síntese deste percurso como forma de contribuição ao estado da arte na área, pontuando seus avanços e entraves. Além disso, o texto dialoga com outras concepções cartográficas, alinhadas a uma vertente crítica e disruptiva das representações tradicionais, concluindo com uma reflexão sobre os rumos e possiblidadesfuturas para o campo, considerando a diversidade dos sujeitos. PALAVRAS-CHAVE: Ensino de Geografia. Cartografia. Cartografia escolar. Cartografia Crítica. Pensamento Espacial. RESUMEN: Este texto repasa algunas de las contribuciones más relevantes de la investigación académica en el ámbito de la cartografía escolar brasileña y sus repercusionesen la enseñanza de la geografía. Mediante una revisión bibliográfica, la identificación y la interpretación de tendencias se han identificado los principales paradigmas en el ámbito de la geografía en relación con la cartografía escolar, desde la década de 1970 en adelante. Elobjetivo es ofrec

FAQs

What does the paper focus on regarding cartography and geography education?

It examines influential strands of academic research on Brazilian middle- and high-school cartography and how these studies shaped geography education.

How does the paper analyze developments in the field?

It uses a literature review to identify and interpret trends, highlighting main paradigms from the 1970s to the present.

What additional perspective does the paper include beyond traditional school cartography?

It engages with other cartographic concepts aligned with a critical, disruptive stance toward traditional representations, concluding with reflections on future possibilities.

Sep 8, 2026

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