This article analyzes how the geography teacher uses cartography and how
cartographic literacy can contribute to the construction of geographic knowledge, in
which he investigates how the teacher makes use of cartography in the classroom,
as well as analyze how the students of the 6th grade of the MEIE School F
Fluminense, understand the cartographic language, and at the same time verify the
difficulties of teachers and students in relation to cartographic literacy. For that, a
study was developed using a qualitative approach with bibliographical review, field
research through semistructured interviews for the teacher and questionnaire for 6th
grade students. The cartography is fundamental, as it helps the student to
understand better geographic space. Therefore, working with cartographic literacy is
of paramount importance, since this activity is part of the teaching - learning process
that elementary school students (6th to 9th grade) should experience in order to be
able to elaborate and interpret maps, in addition , develop skills and abilities in the
reading of geographic space. This research identified that students do not have good
cartographic literacy and still do not know how to correctly use the tools of
cartography, as well as the teacher uses the cartography in the classroom as content
of the textbook.
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