Uma proposta de ensino-aprendizagem para interpretação de mapas temáticos para alunos do ensino fundamental II

• Autor(a) principal: Holanda, Marcos Farias de
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas)
• Texto Completo: http://repositorio.ifam.edu.br/jspui/handle/4321/1443
• topic: Ensino de Geografia; Mapas temáticos; Simbologia cartográfica; Alinhamento construtivo; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

In accordance with the National Common Curricular Base (BNCC), the interpretation of thematic maps stands out as a crucial skill for the development of both Spatial Thinking and Geographic Reasoning. The integration of these skills provides fundamental elements for the understanding, perception, and management of space, aligning fully with the principles of the Geography discipline. This research presents the planning and execution of a teaching-learning proposal focused on the interpretation of thematic maps of Brazil by 7th-grade students in the Lower Secondary Education. In the planning process, the principles of Constructive Alignment were adopted, aiming for a consistent and aligned approach among teaching, learning, and assessment activities. Regarding the teaching dynamics, the flipped classroom model was adopted, where studies take place beforehand at home, supported in this research by Learning Guides. In face-to-face classes, students worked on problem-solving, using thematic maps of Brazil as a central support, focusing on interpretation but considering both reading and analysis in the study of cartographed phenomena. The methodological approach adopted was action research, involving a class of 7th-grade students from the Professor Waldocke Fricke de Lyra State School (CMPM3), located in the municipality of Manaus - AM. The results revealed significant progress in students' cartographic interpretation and also highlighted significant challenges in reading and analyzing through cartographic symbolism, requiring adjustments in the teaching-learning proposal's hourly load, as the time for Geography classes proved insufficient for groups to receive immediate feedback after solving questions in problem-solving situations. This finding underscores the importance of considering adequate time to deepen students' understanding and promote more enriching discussions. As a result of this research, an educational product was generated entitled "Geogenius – Exploring Maps with Genius," characterized as instructional material to assist Geography teachers in teaching the interpretation of thematic maps to students in Lower Secondary Education.