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This text paper shows refers to the postdoctoral internship that had as its goal the analysis of how Geography teachers from Childhood to Higher Education deal with the map as cartographic language in their classes in Madrid (Spain) and in Goiânia (Brazil), from the perspective of contributing to the geographic education. With that purpose in mind, interviews were conducted with a reduced group of working teachers from different scholar levels. As a result, it was noticed that the map has been valued in these teachers' Geography classes, however, mainly from the perspective of the spatial thought by Spanish teachers, whereas Brazilian teachers link the map to daily readings and practices. Yet, as these teachers' academic training was heavily tied to Cartography in an Euclidian perspective, the work with maps revealed itself greatly associated with the teaching of cartographic subjects. It is expected to identify similarities and differences between these teachers' practices with this study, as well as to better guide the work with the cartographic language in Geography classes using the obtained analyses. [ABSTRACT FROM AUTHOR]