2024-06-252024-06-252018RICHTER, Denis. O pensamento, o pensamento espacial e a linguagem cartográfica para a geografia escolar nos anos iniciais do ensino fundamental. Boletim Paulista de Geografia, São Paulo, v. 99, p. 251–267, 2018. Disponível em: https://publicacoes.agb.org.br/boletim-paulista/article/view/1479. Acesso em: 24 jun. 2024.e- 2447-0945http://repositorio.bc.ufg.br//handle/ri/24658The following article aims to make a link between the thought, the spatial thinking and the cartographic language in the expectation to contribute to theoretical debates and reflections on Geography teaching during the first few years of junior high (JH). This conception has its starting point on the principle that the construction of thought is one of schools’ main tasks and, combined to it, it is fundamental to develop spatial thinking, as a specificity from the geographical reading. For that purpose, thecartographic lan-guage is required, as it contributes directly in schools’ geography deeds as a resource and as a didactic-pedagogical view that aims to enrich the construction of spatial thinking to students. To develop this ide-as, this text makes references to authors from the learning related to vigotskian theory, as well as Geog-raphy researchers that cooperate in debates about the concept of space, spatial thinking, Geography teaching e school Cartography. As of these contributions, it is understandable that the link between these three pivots (thought, spatial thinking and cartographic language) strengthens the development of Geo-graphic school deeds in the first few years of JH, in the perspective of enriching the spatial logic and in the use of different propositions with the map.porAcesso AbertoEnsino de geografiaCartografia escolarPensamento espacialGeography teachingSchool cartographySpatial thinkingArtigo