A abordagem fenomenológica e sua relação com mapas mentais no processo de ensino aprendizagem em geografia

Abstract

The present research focus in the phenomenology approach, related to the use of mental maps, in the geography teaching learning process. The main objective of this work was to develop practices and methodologies through the elaboration of mental maps, which made possible the mediation of geography teaching from the phenomenological approach, with the landscape as object of study. Methodologically, the research was structured as follows: bibliographical review, having the contribution of authors as Yi-Fu Tuan, Helena Copetti Callai, Lana de Souza Cavalcanti, Sonia Maria Vanzella Castellar, Salete Kozel, Jorn SeemannThe research was based on the analysis method, which identifies the geographical view of where is determined the analytical method. Thus, the theoretical background outlined its path in an approach of spatial analysis of the landscape in the humanist and cultural geography, in the multiplicity of the subject whereas looking and interpreting the space, accordingly to their feelings and belongings, and in the memory that refers to a certain social symbology. In the sequence, it was established a dialogue regarding the school cartography as a way of externalizing the multiple language of school in the geography teaching, as well as an expressive practice for the students to be able to read and to represent the phenomena of the school landscape.Besides that, it was made the contextualization and the characterization of the field of study, the Escola Estadual de Ensino Médio Areal (EEEMA, Areal State High School), that is located in the Areal district, Pelotas, Rio Grande do Sul, with the spatial clipping of the analyzed landscape and the definition of the subjects involved in the work.Regarding the results obtained in the research, the making of mental maps by the students was able to capture the lived, experienced and perceived landscape; and with the analysis and interpretation of the mental maps, the plurality of the revelations of the school landscape was identified, as main living spaces, affectivity, dislikes, knowledge, pleasures, among others regarding the students, and the relevance of the school cartography as instruments that enhance the geographical knowledge.