School cartography and access to higher education: an analysis of how cartographic content is inserted in the entrance examinations of UNESP, UNICAMP, USP and ENEM

Authors

DOI:

https://doi.org/10.51359/2594-9616.2023.259622

Keywords:

school cartography, access to higher education, entrance exam

Abstract

The theme of school cartography has been gaining more attention in geography studies, but there is limited discussion about the importance of cartographic language in university entrance exams. Cartographic language is crucial in basic education (elementary school and high school) as it has an interdisciplinary nature and can be used as a teaching tool in various fields of knowledge. This significance is evident in official documents that regulate Brazilian education, such as the National Common Curricular Base (BNCC), which emphasizes the role of cartography as a teaching methodology, particularly in geography. Given its significance in basic education, it is expected that this importance would be reflected in university entrance exams. Therefore, this article aims to address this gap in the field of Brazilian School Cartography by analyzing the entrance exams of three universities in São Paulo State (UNESP, UNICAMP, and USP) and the National High School Examination (ENEM) from the past five editions (2018, 2019, 2020, 2021, 2022). The analysis aims to highlight the frequency of cartography in these exams and the areas of knowledge that utilize it the most, emphasizing its interdisciplinary nature.

Author Biography

Paulo Roberto Alves de Araujo Junior, Universidade Estadual Paulista (Unesp)

Mestrando em Geografia pelo Programa de Pós-Graduação em Geografia da Universidade Estadual Paulista – Unesp de Presidente Prudente – SP

References

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Published

2024-01-11

How to Cite

Araujo Junior, P. R. A. de. (2024). School cartography and access to higher education: an analysis of how cartographic content is inserted in the entrance examinations of UNESP, UNICAMP, USP and ENEM. Revista Ensino De Geografia (Recife), 6(3), 110–125. https://doi.org/10.51359/2594-9616.2023.259622

Issue

Vol. 6 No. 3 (2023): Revista Ensino de Geografia (Recife)

Section

Artigo Científico

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Copyright (c) 2024 Paulo Roberto Alves de Araújo Junior

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