Cartografia Escolar : os mapas mentais na construção do pensamento espacial com alunos do 6° ano do ensino fundamental
Resumo
This research was conceived and materialized having as focus the teaching of
Geography at school, in which, it aimed to discuss the relation between mental maps
and the space thinking, running through important concepts of the Geography science,
verifying the necessity of teaching critically and reflexively about space to which the
student(s) are inserted. Thus, the main objective of this work was to develop space
processes, articulating teaching, school cartography, in the perspective of the
construction of space thinking through mental maps as methodological instruments
produced by 6th grade Geography students in elementary school. It was chosen a 6th
primary grade group of the Adventist School of Pelotas for the experience of this
research. Methodologically, the research was inspired in the approach of (Kozel, 2007)
and (Lynch, 1997) for analysis and interpretation of mental maps. The space was
defined as one of the Geography guiding concepts of this work, in the practical
experience with mental maps. Articulating in this forwarding, we have the theoretical
development of this research based on some authors such as, FERREIRA (2013),
DUARTE (2017), CASTELLAR (2017), STRAFORINI (2018), SILVA (2018), in the
perspective of space thinking. Regarding to Geography concepts, we have as
reference, some authors such as CAVALCANTI (2005), (2012), CALLAI (2000), (2001)
and SOUZA (2013). In terms school cartography we have as sources researched, the
authors such as PONTUSCHKA (2009), RICHTER (2011), LIMA and KOZEL (2009),
PASSINI (2012), NETO and BARBOSA (2012). When we analyze the mental maps, in
the mentioned perspectives and interpreting in the context of Geography teaching, it
was possible to realize the sets of languages, sensations, experiences,
experimentations, according the theories studied here. The city, in this sense,
expressed in the concept of space was the locus for these unfoldings. Finally, we
understand that the mental maps were considered efficient from the articulation of
Geography concepts studied, showing based on the representations, important
elements that can be explored by the teacher in the classroom, contributing and
stimulating, thus, in the construction of space thinking.
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