The present study aims to analyze the relevance of cartography in geography education in elementary school series, focusing on pedagogical approaches that emphasize the development of students' spatial thinking. This study is a qualitative bibliographical research, based on the descriptive-explanatory method. A survey was conducted using the virtual databases: Brazilian Scientific Electronic Library Online (SCIELO), Latin American and Caribbean Literature in Health Sciences (LILACS), and the CAPES periodic portal. A comparative analysis of the articles reveals that they share a common concern in promoting meaningful geography learning, taking into account the experiences, knowledge, and demands of students and the communities they belong to. In this sense, cartography is seen as a tool that enables the reading, interpretation, and representation of geographic space, as well as the social and political participation of individuals.
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