The potentialities of school cartography: a contribution of mental maps and school atlases in the Geography teaching

Abstract

This article aims to present the potential of Cartography School of Geography for classes through the use of two methods of teaching, namely: mind maps and school atlases. However, before detailing on these pedagogical proposals considered important to recognize the Cartography as language relevant to the teaching of geography and their collaboration for the construction of spatial thinking. In addition, we conducted a survey of the research groups registered at cnpq, dealing with the theme of Cartography School, in order to identify the scope and the importance that is in the development of studies on this topic. Finally, we present two proposals for education — mind maps and school atlases — how to integrate methodologies that provide school work for Geography ele-ments and everyday contexts of students, from construction activities and analyzes these cartographic materials. We recognize the potential of these materials based on research conducted and also highlight the relevance of strengthening actions for the initial and continuing training of teachers so that these professionals can have more domain knowledge and use of cartographic language in their practice school.