This essay discusses the practice of Social Cartography as a methodological strategy in geography teaching and its contribution for a better comprehension of several concepts and contents of this knowledge field. The general objective of the research was to use social cartography as a methodological approach in geography teaching to apprehend conceptions of territory and territoriality and to help the process of cartographic literacy of two Secondary School 1st year classes’ students at the public school Escola Estadual Izanete Victor dos Santos, town of Santana, state of Amapá, Brazil. The research regarding the method is based on historical-dialecticalmaterialism and the writings of radical-critical geography and historical-critical pedagogy. The nature of the research is qualitative and social cartography was used as a methodology to acknowledge the reality studied and so as a strategy to collect empiric data. Participatory research methods are participatory action research, oral history and direct observation. The locus of the research was the public school Escola Estadual Izanete Victor dos Santos, town of Santana, state of Amapá, Brazil and the subjects were two Secondary School 1st year classes (classes 121 and 122). As result of the research, 62 mental maps and 12 participatory maps were constructed and 4 workshops were performed in each class. From the data obtained in the participatory maps two new synthesis maps were produced, developed by the author. Regarding social cartography as a methodology in geography teaching, it was concluded it was effective whereas the students understood the territory and territoriality concepts from the relation theory-praxis, as per observed in the representation of the maps produced and statements given by the students during the presentation of the maps. Thereby, it is acknowledged that the utilization of social cartography in school environment is real relevant, not only in terms of enabling the students to be active subjects in knowledge construction, but also for taking into consideration their own reality associated with the formal knowledge
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