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This paper offers a discussion of the role of the visual in the professional training of geographers arguing that visual literacy is not necessarily promoted during geography undergraduate studies. It then analyses an experience of teaching a visualised Latin America developed in Argentina, as an illustrative example: on the one hand it reveals the general lack of visual literacy amongst geography students; on the other, it suggests strategies that call for a shift in what is classically understood as a technical skill. It concludes addressing the need to redefine visual literacy in broader terms within the discipline and its training.