School cartography and geography teaching in the pandemic context: reflections from the “learning support notebooks” in the state education network of Bahia

Abstract

This study aimed to identify and discuss the pedagogical and conceptual approach of school cartography, contained in the support notebooks for learning Geography in the first year of high school. The notebooks are specific materials for the online classroom context, used during the pandemic period. Guided by a qualitative approach and characterized by a documentary research, we used the devices: bibliographic review on School Cartography and Geography Teaching; reading of decrees; analysis of three notebooks referring to the first teaching units. We consider that the material has strengths and weaknesses with regard to the teaching of Geography and the approach to cartographic language. When considering reading levels in the area of cartographic literacy, there is greater focus on location or analysis to the detriment of correlation and synthesis.