Alfabetização e letramento cartográfico no ensino de geografia: uma análise da base nacional comum curricular e do documento curricular para Goiás ampliado para o trabalho docente

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Universidade Federal de Goiás


The role of the teacher represents a crucial component throughout the schooling years. Teaching practice demands that educators possess specialized knowledge to carry out their function, characterized by a constant flow of changes. In light of this, this research focused on the Geography teacher's role through dialogues about their pedagogical practices in Geography classes, particularly in relation to School Cartography, aiming to verify the alignment of these practices with official, normative, and curricular documents. This work is part of a master's research and presented a discussion on the presence of School Cartography in the National Common Curricular Base (BRAZIL 2017) and in the Extended Curricular Document for Goiás (DC-GO Ampliado 2019), with a reference to proposals for cartographic literacy and literacy, linked to the construction of spatial and geographical thinking of students for teaching Geography in the final years of Elementary School. To do this, we sought to contextualize the importance of School Cartography for the teaching and learning process of Geography, highlighting the theoretical concepts that underpin this theme, as well as the possibilities of articulation. The research focused on analyzing how current documents address cartographic language through their proposals, content, skills, and structures for teaching Geography. Through these reflections, we gain a better understanding of these documents, which are fundamental for teaching work, and how School Cartography has been materializing within these proposals, with the aim of fostering and contributing to the development of school Geography in Elementary School. We observed that teachers recognize the relevance of the documents, although, in some circumstances, they may not have a complete understanding of the curricular proposal. Additionally, it is noticeable that educators support the idea of building Geography classes integrated with the proposals of School Cartography. In this context, when teachers cannot fully understand and implement curricular guidelines for the Geography discipline in their classes, we observe a certain challenge in school practices. However, as teachers deepen their understanding of the curriculum, their chances of incorporating it into their didactic-pedagogical work and conducting lessons more closely aligned with these guidelines increase. Therefore, it is essential to consider that teachers actively participate in ongoing training, have support materials, and implement methodological approaches in Geography classes linked to School Cartography to strengthen its integration with the contents of this school subject. In this way, we recognize the potential to enhance students' spatial and geographical understanding, strengthening the teaching of Geography.



VELOSO, C. M. Alfabetização e letramento cartográfico no ensino de geografia: uma análise da base nacional comum curricular e do documento curricular para Goiás ampliado para o trabalho docente. 2023. 161 f. Dissertação (Mestrado em Geografia) - Instituto de Estudos Socioambientais, Universidade Federal de Goiás, Goiânia, 2023.