His article analyzed the cartographic language as an important tool in school
geography, whose guiding questions were: how the students of the sixth grade of Santa Maria
Elementary School, located in the PatosItuquiPlanalto community in Santarém-PA,
understand the symbols and how the teachers develop the methodologies for mapping
mediation. To reach this proposal a qualitative approach was used, with a bibliographical
review on the subject, a field research with a questionnaire application for ten students of the
6th grade and an interview with the geography teacher of Elementary School II. Through this,
it was identified that the appropriation of the cartographic language is fundamental for the
analysis and comprehension of the geographic space, at the same time it is an instrument of
extreme importance for the academic formation of the student, making possible an
autonomous, critical and reflexive knowledge about the contradictions of geographical space.
The results showed that the students do not have much clarity of the geographical symbology,
having as main tool the map, and that the teacher uses the traditional methodology, focusing
his work in the didactic book, and using the cartography only as a content and not as a tool.
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