An analysis of cartography related content present in the organization of teaching in the early years of elementary education in Minas Gerais

Abstract

O This article focuses on the analysis of the organization and development of elements related to cartographic knowledge present in the early years of Elementary Education in Minas Gerais. The main objective was to understand the importance and structure of cartography teaching, as well as to explore the potential of this field of knowledge. To this end, we analyzed the cartographic contents included in the Minas Gerais Reference Curriculum (CRMG), the Mapa, and the Course Plans, all produced by the Minas Gerais State Department of Education (SEE/MG). Based on the analysis, we observed that this content is addressed not only in Geography but also in Arts, Physical Education, Mathematics, and Science. The methodological procedures employed included bibliographic research for the construction of the theoretical framework and a reflection on the teacher’s role in students’ intellectual development. With the theoretical–methodological framework defined, we examined the documents prepared by SEE/MG. In summary, the research revealed the presence of interdisciplinarity in cartographic content within these documents; however, it is marked by dispersion, fragmentation, and a lack of continuity and systematization, which compromises the development of students’ cartographic concepts.