One does not expect that child of seven years can understand all the complexity of the relations of the world with its place of conviviality and vice versa. However, to deprive them to establish hypotheses, to observe, to describe, to represent and to construct its explanations are an one practical that not condiz more with the current world and Education directed toward the citizenship. (Straforini, 2001, P. 56-57) the CARTOGRAPHY IN the READING OF the SPACE to read the space, becomes necessary one another process of alfabetizao. Or perhaps either better to consider that, inside of the alfabetizador process, beyond the letters, of the words and the numbers, exists one another language, that is the cartographic language.
‘ ‘ When teaching geography, devese to give priority to the construction of the concepts for the action of the child, taking as reference its comments of the experience place so that if it can legalize geographic concepts by means of the language cartogrfica’ ‘ (Castelar, 2000, P. 31). It will be this possible one? It would be the beginning of the process of escolaridade or is a question that can all permear the education of geography? Independently of the reply that to find, seems us clearly that the cartographic alfabetizao is base for the learning of geography. If it not to occur at the beginning of the escolaridade, will have to happen in some another moment. In the geography lessons she is necessary to be intent to this. The capacity of representation of the lived space, if this will be developed seated in the concrete reality of the child, can contribute in very so that it is alfabetizada to know to read the world.