Cartography in Textbooks Published Between 1824 and 2002 in Brazil - Maps for the Future Children Education and Internet - page 80

Table 6.2 (continued)
Book 4
Cartographic subjects Knowledge relating to spatial representation

Scale Ratio and proportion

Cartographic projections

History of cartography Cartographic projections

Thematic representations Ratio and proportion

Classification and connection between classes
Relation between numerical and spatial proportions
Visual proportion and variable visual size
Visual order

Application of cartographic knowledge Interpretation of aerial photographs

Topographical map
Land relief outline

Table 6.3 Cartographic
contents proposed by Janine
Le Sann ( 2005 )

General plane
Main axes Cartographic notions

Representation Shape of objects

Free drawing
Photographs

Comparison Scale

Relation-dimension

Proportion Standard measurement

Perceptual measurement

6.4 Results of the Documentary Analysis

The analysis of the selected official curricular programmes and teaching materials
allowed a “visualization” of a historical evolution of cartographic contents in the
last two centuries in Brazilian schools.
We perceived that since 1824 the contents are becoming increasingly diversified
over time, with new notions, concepts and subjects being added to the syllabus
prescribed, both in the official curricular programmes and in the teaching materials
(compendia and textbooks) of Geography. It is well known how compendia and
textbooks, in general, deal with more contents of Cartography than the curricula
themselves, which bring a more simplified programme, except for the PCNs (1998).
In a more specific interpretation, we can observe the existence of a sort of “hard
core” of contents, which starts to be established in the nineteenth century. This
“hard core” consists of the following groups of contents:

• “Localization and Orientation”, particularly the content that refers to “Direction/
Orientation”;
• “Scale”, particularly the content that refers to “Cartographic scale”;
• “Coordinates and imaginary lines”, particularly the contents “Shape of the
Earth/Movement of celestial bodies”, “Hemispheres”, “Imaginary lines/parallels
and meridians”, “Latitude and Longitude” and “Time Zones”;