This research deals with cartographic literacy and Law 10.639/03 as fundamental elements for
the teaching-learning process of the Geography of Africa. The main objective is to develop a
methodological proposal for cartographic literacy for the Teaching of African Geography in the
8th grade of the Dona Gercina Borges Teixeira Full Time Teaching Center (CEPI), followed
by specific objectives based on reflecting on the contribution from cartographic literacy to
teaching Geography on the African continent, understanding how Law nº 10.639/03 is practiced
at CEPI Dona Gercina Borges and verifying the level of cartographic literacy in Africa of the
8th grade students of this field school. The methodological procedures adopted were based on
bibliographic research, document analysis, elaboration of a proposal for cartographic literacy
in Africa which was based on the methodological proposal for understanding geographical
maps by Almeida (2011) and which, in the course of activities, had the Bertin's Graphic
Semiology method (2000), Almeida's From Drawing to the Map methodology (2010), in
addition to participatory research, in which a drawing contest with the theme African Kingdoms
and Empires was organized and applied. To verify the cartographic literacy index of students,
a questionnaire was applied and, at the end of the proposal, an Assessment Map of the Level of
Cartographic Literacy was produced. In analysis of the results, it can be said that CEPI's 8th
grade students have a high cartographic literacy rate, however, during the application of the
proposal, it was possible to identify the absence of specific knowledge about the African
continent. However, it is concluded that the development of our methodological proposal
allowed the students to have a new vision of Africa in a way that contemplated the economic
aspects, the understanding of the spatial organization of the African continent and its
contributions to the Brazilian territory.
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