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The present work aims is introduce, from an anthropological perspective, the use of cartography and toponomy as didactic resources in the analysis of geographic space, conceived as a socio-historical construction. For this, a pedagogical experience is presented within the framework of the Special Didactics and Practices of the Teaching of Anthropology Department of the Faculty of Philosophy and Letters of the UBA - University of Buenos Aires. One of the requirements for the approval of this subject is to carry out teaching practices, which were carried out in a second year of the middle education level of the school of E.E.M. N ° 1 of the school district N ° 7, Autonomous City of Buenos Aires -CABA-. In this context, the importance of incorporating contents related to the problematization of geographic space is highlighted in the curricular design. Classes are planned based on considering space as physical, social and symbolic and as a product of a historical construction, since it is constitutive and constituted by human groups constantly changing over time. Ancient and modern cartography, as well as various toponymias for the same geographic space, are used as didactic resources. The results indicate the need to consider the teaching-learning process as a set of activities aimed at achieving meaningful learning on the part of the student and open new questions about the challenges of geographic science teaching in the middle level of school education.

El uso de la cartografía y la toponimia como recursos didácticos en la enseñanza secundaria de geografía: análisis de una experiencia áulica