How to Read Brazil? Cartographic representation classes and themes in Brazilian children’s literature

Abstract

This study investigates the representation of Brazilian settings in nationally published children’s books, analyzing recurring themes and visual strategies. Drawing on theories of cartographic literacy, we examine 18 illustrated books (both fiction and nonfiction) from 11 specialized Brazilian publishers. Our findings identify four dominant thematic patterns: (i) biomes, (ii) identity-linked spaces, (iii) geopolitical territories, and (iv) subjective journey narratives—each correlated with distinct illustrative styles. These representations foster different cartographic literacy skills, underscoring the importance of context-specific pedagogical methods. Additionally, these themes reflect current concerns among authors, educators, and young readers, offering insights for literary studies and childhood education.