Abstract

This chapter establishes the context in which research on geographic education is conducted in Brazil, Chile and Colombia, and the contributions made by local researchers to the teaching and learning of geographic space. The chapter begins by reviewing the development of school Geography in these countries from the perspective of the framework of geographical theory and thinking. We then go on to discuss the curricular context, the categories of analysis and the elements associated with the use and meaning of school cartography as fundamental dimensions of the development of geographic education in the three countries. Finally, we summarise the principal theoretical-methodological elements and findings of each of the chapters of the book, and discuss the overall implications of its content.