Cartography and Geography Education: Experiences of Secondary Education Teachers in Municipal Public Schools in Fortaleza, Brazil

experiências de professores do Ensino Fundamental - Anos Finais, em Escolas Públicas Municipais de Fortaleza/Brasil

Abstract

This article aims to reflect on cartography as a language in geography education based on the experiences of geography teachers in secondary education at municipal public schools in [omitido para avaliação], Brazil. The methodological approach is grounded in qualitative research and employs a participatory methodology. In addition to bibliographic research, field research was simultaneously conducted in six municipal secondary schools in [omitido para avaliação], where semi-structured interviews were carried out with 13 geography teachers. To analyze the data, the content analysis technique was used. The research is structured around three main axes: initial and continuing education on School Cartography; the use of cartographic language in geography lessons, and the teachers' perception of the guidelines of the BNCC (National Common Curriculum Base) regarding cartography in secondary education. The findings suggest that despite the pedagogical practices already implemented by the teachers using School Cartography, there is still a need for formative processes to enhance their methodologies related to cartographic language. The provision of ongoing training, as well as effective conditions for school work, are essential for teachers to conduct meaningful geographic learning experiences through School Cartography.