School cartography, Geography teaching and teacher training in Brazil: state of knowledge of theses defended between 2000 and 2024

Abstract

This article presents a study of the state of knowledge regarding Brazilian theses in School Cartography defended between 2000 and 2024. Based on documentary and qualitative research, 30 theses located in the CAPES Catalog and in depository libraries were analyzed. The research was organized into six categories: geographic atlases; geotechnologies; mental maps, language, and representation; teacher training and professional trajectory; theoretical, methodological and epistemological contributions; and inclusion and Social Cartography. The results indicate thematic diversity and predominance of theses from UNESP Rio Claro (11 theses), evidencing institutional influence on the development of the area. Highlights include the appreciation of local and digital school atlases, the use of geotechnologies and geovisualization, the relevance of initial and continuing education for the appropriation of cartographic language, and, above all, the theoretical, methodological and epistemological contributions. The conclusion is that school cartography in Brazil presents thematic diversity and pedagogical relevance, integrating digital and analog resources, teacher training, and inclusive practices. Production is concentrated in a few institutions, highlighting institutional influences. The findings reinforce the importance of consolidating the area as a theoretical and applied field.