Thematic mapping of school cartography in undergraduate teaching plans in Geography in Brazil

Abstract

This paper examines the presence of School Cartography in undergraduate geography curricula in Brazil, seeking to identify its relevance and scope. The main topic addressed is the role and inclusion of School Cartography in both the teaching and learning of geography and in the training of future teachers. The objective of this study was to identify the presence, spatial distribution and themes of School Cartography in the syllabi of in-person geography undergraduate programs across Brazil, as well as to analyze its relevance and scope. The approach of this study is descriptive. It focuses on analyzing how School Cartography is integrated into curricula and what its main advances and challenges have been. The methodology involved the analysis of data collected by the School Cartography Research Group (Gece). This group organized and examined course syllabi, content descriptors, and bibliographic references. The data was organized by Brazilian regions and states. The results indicate that School Cartography is more prevalent in the Southeast, South, and Central-West regions, while the North and Northeast regions show fewer initiatives and require more action. The study concludes that, despite some progress, it is still necessary to standardize research and the study of cartographic content throughout the country. This should be aligned with regional needs to ensure the critical and reflective training of future teachers in all parts of Brazil.