Garcia, Tânia Cristina MeiraMedeiros, Francely Dantas de Sousa2025-09-092025-09-092025-07-10MEDEIROS, Francely Dantas de Sousa. Alfabetização cartográfica na perspectiva do desenho universal para a aprendizagem: sequência didática na geografia escolar. Orientadora: Dra. Tânia Cristina Meira Garcia. 2025. 121f. Dissertação (Mestrado Profissional em Geografia) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2025.https://repositorio.ufrn.br/handle/123456789/65533Cartographic Literacy (CL), understood as the ability to map, read, and comprehend spatial representations, constitutes a fundamental skill for the development of students’ geographical competencies, as outlined in the Brazilian National Common Curricular Base (BNCC). This study primarily aims to present an interdisciplinary Didactic Sequence (DS) for teaching Geography, with an emphasis on the development of CL in 5th-grade Elementary School classes – Early Years, grounded in the principles of the Universal Design for Learning (UDL). This research adopts an inclusive approach, focusing on overcoming pedagogical barriers and ensuring access, active and genuine participation of all students in school-based activities. The DS is structured to integrate different curricular components, such as Geography, Arts, Science, History, Portuguese Language, and Mathematics, enabling a more holistic and meaningful Geography teaching experience. Through practical and theoretical activities, the intention is for students to develop basic cartographic skills, such as reading, understanding, and interpreting graphic representations, which are essential for their academic journey. The adoption of the UDL principles ensures that teaching is accessible and promotes the development of critical and collaborative competencies among students. Regarding the methodology, the research employs a qualitative and exploratory-descriptive approach, based on bibliographic and documentary research, culminating in the development of an educational product applicable to teaching practice — in this case, the DS. The literature review includes authors who are recognized references in the fields of Geography teaching and educational inclusion. For the structuring of the DS, the theoretical framework proposed by Dolz, Noverraz, and Schneuwly (2004) was adopted, whose approach contributes to the didactic organization of teaching sequences aimed at developing specific competencies. Regarding Cartographic Literacy, the contributions of Passini et al. (2014) and Almeida (2020) are highlighted, as they discuss cartographic practices in schools and their relevance to the formation of geographical thinking. As for Universal Design for Learning, the theoretical foundation is based on the works of Meyer et al. (2014) and Sebastián Heredero (2020), whose reflections expand the understanding of accessible teaching and inclusive pedagogical design. The study demonstrates that an inclusive and interdisciplinary approach to teaching school Cartography can enhance the understanding of geographic space and contribute to the formation of conscious and critical citizens.pt-BRAcesso AbertoAlfabetização cartográficaGeografia escolarDesenho Universal para a AprendizagemmasterThesisCIENCIAS HUMANAS::GEOGRAFIA