The Cartographic language in the textbooks of High School Geography in Brazil

Abstract

This article is the result of an investigation that aimed to analyse the cartographic language present in two collections of high school geography textbooks in Brazil. The maps were analysed based on the different types of cartographic representation, as well as the proposals of school cartography present in these didactic materials. As a result, it was observed that the maps are restricted to Euclidean cartography and contribute little to the teaching of geography, having as its main function only to locate the phenomena in space.