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Cartography is an extremely important subject in Geography, especially for the people who make up a society, because with cartographic education we can understand diversified subjects that are exposed in our daily lives, but unfortunately schools and some teachers do not offer resources for this cartographic educational understanding, leaving unnoticed its value for the construction of students in schools, especially for students with autism spectrum disorder – ASD , knowing that they prepare students for society to have a rational construction with their own values. In view of the above, the research aims to analyze the use of pedagogical resources to help in the construction of this cartographic knowledge for all students. The present study is characterized as a qualitative-qualitative study. The research was developed with students of the 8th grade of elementary school in a municipal school, which is located in the municipality of Nazaré of the Forest. Based on this practice, the construction of the work aims to know the difficulties of teaching cartography in the classroom to all students, specifically for students with autism.
França et al. (Thu,) studied this question.
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