The school cartography discipline in Brazil: a theoretical and methodological analysis from the reports of teacher educators

Abstract

This work presents the results of a collective research project developed by the Grupo de Estudos e Pesquisas em Cartografia para Escolares (Study and Research Group on Cartography for Schoolchildren), which conducted a national survey on the presence of School Cartography in Geography Teacher Education programs at Brazilian higher education institutions. This issue presents data from interviews with professors responsible for teaching this subject in the five regions of the country. The objective was to understand how School Cartography is implemented in these programs, which knowledge is mobilized in its teaching, the methodologies and theoretical frameworks adopted, as well as its articulation with Basic Education. Semi-structured interviews were conducted with 18 professors from different institutions. The results indicate a consensus among professors regarding the relevance of School Cartography in teacher education. However, challenges remain in university teaching of School Cartography, such as the persistent dichotomous view of teaching as divided between theory and practice — rather than as inseparable dimensions —, the predominance of normative and instrumental approaches, and the need to consolidate the conception of cartography as a language with a broader and more critical perspective. Furthermore, the study highlights the importance of greater integration between initial teacher education and the school context, encouraging active participation of teacher education students in School Cartography teaching activities in Basic Education schools.