THE The Approach to Cartography in Geography Content in Sixth-Grade Textbooks: An Analysis Based on Cartographic Literacy and Proficiency

Abstract

Cartographic literacy and education significantly contribute to the development of geographical reasoning and spatial thinking. Thus, this work has as its general objective to analyze the approach to Geography in elementary school II textbooks to promote and develop students' literacy and cartographic literacy. Thus, it is necessary to identify the cartographic contents present in textbooks used in elementary school and their respective didactic approaches; describe the competencies and skills related to literacy and cartographic literacy in elementary school Geography; and discuss how the Geography contents addressed in the observed elementary school textbooks align with the competencies and skills of the National Common Curricular Base. The research was developed based on the analysis of the collections of 6th grade Elementary School II Textbooks, Araribá mais Geografia and Teláris Geografia, considering criteria such as clarity of maps and texts, the presence of practical activities, illustrations and images that promote student interaction with cartographic contents and whether the language used in the texts is accessible and at the level of students' understanding. The results show significant differences between the materials, such as the use of simpler maps, accessible language, illustrations and images that facilitate student understanding. These elements can impact the effectiveness of each material, influencing the development of students' literacy and cartographic literacy. Therefore, the importance of an approach that promotes the gradual construction of cartographic skills is highlighted, taking advantage of the potential and overcoming the limitations of the teaching materials.