Participatory cartography and geotechnologies in teacher education: experiences from an extension course

Abstract

This article aims to highlight possible connections between participatory cartography and geotechnologies in the training of Geography teachers, based on the experience of an extension course conducted by the Research Group on Cartography for Schools (GECE) at the Federal University of Goiás (UFG). Participatory cartography is presented as an approach that involves individuals in the production and interpretation of maps, promoting collective and critical meanings, while geotechnologies expand the possibilities for producing, analyzing, and visualizing spatial information across different scales and languages. In this context, the article investigates: how can an extension course, grounded in participatory cartography and mediated by geotechnologies, contribute to teacher training in Geography? The course was structured into three modules: Social and Participatory Cartography, School and Inclusive Cartography, and Geotechnologies in Geography Teaching. The study adopts a qualitative approach, and the activities demonstrated that integrating participatory cartography and geotechnologies enhances cartographic literacy, spatial thinking, and critical reading of lived space. Data were analyzed focusing on participants’ cartographic productions and reflections. It is concluded that articulating these approaches constitutes an effective strategy for teacher education by expanding didactic repertoires, encouraging authorship and student participation, and fostering inclusive practices in Geography teaching.