This article describes the design process for a cartographic room as an effective tool for mapping Education for Sustainable Development and Global Citizenship (ESDGC) initiatives. This process formed part of a participatory action research project (PAR), aimed at identifying and recognizing ESDGC experiences in schools, as well as creating collaboration networks. The construction of the cartographic room complied with all PAR phases and requirements, as well as those involved in a collaborative social mapping process, highlighting the evident connection between both methodologies and with the ESDGC philosophy regarding the consciousness and critical understanding and transformation of social reality. In this sense, the cartographic room design and implementation was a reflexive and collaborative action, including processes of problematization and negotiation of meanings in order to create a shared narration. The article shows how the resulting room, its content, format and applications, allow for mapping ESDGC initiatives and also favour reflection processes. The data collected by mapping defines ESDCG initiatives in schools, their goals, topics and competences, methodologies and assessment; making these projects more visible as well as inspiring for other teachers. Thus, the final product in the form of a map can contribute to advancing and strengthening the field of ESDCG.