Cartography, spatial thinking and the study of cities in geographical education

Abstract

This text aims to articulate Cartography as a language and the representations as results of pedagogical practices that stimulate spatial thinking in the socio-environmental study of the city. In this point of view, in order to have a meaningful learning and a better understanding of reality, it is necessary to have a didactic intentionality that relates the relevance of the cartographic language in the teaching and learning process and its intrinsic condition to Geography to spatially think the contents, concepts and knowledge geographical features. With these discussions and in the theoretical and methodological approaches on teaching Geography, it is possible to transform the classes into more significant moments, with innovative methods that put students in a state of mobilization by spatial thinking, observing, analyzing and working with information and physical and social phenomena at different scales, contributing to the geographical reasoning.

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