Cartografia e ensino: uma análise da abordagem de mapeamento participativo como possibilidade para a educação geográfica

• Autor(a) principal: Quintanilha, Bruno Lins
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16888
• topic: Participatory mapping; Geography education; Cartography - Active methods; Geografia – Estudo e ensino; Cartografia – Rio de Janeiro (RJ); Percepção geográfica – Rio de Janeiro (RJ); Prática de ensino; Mapeamento participativo; Educação geográfica; Cartografia - Métodos; CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS::GEOGRAFIA FISICA::GEOCARTOGRAFIA

We consider participatory mapping as a way to produce maps collectively and autonomously, where the process members jointly conduct the technical and political choices of the cartographic production – whether they are specialists or not. The central problem of the research revolves around the following question: can participatory mapping be a tool, a form of mapping with the potential to, through the collective construction and use of maps, contribute as a possibility for geography education? Therefore, the general objective is to analyze participatory mapping as a didactic-pedagogical possibility for geography education. For this, in the theoretical part, there was a bibliographic review and discussion of cartography, maps, their characteristcs, possibilities, politicity and their insertion within geographic science; in addition, the same process was also carried out in relation to collective mappings, geography education, its formative possibilities and active teaching methods as a pedagogical possibility for teaching. Based on that, in the empirical part there was an application of a participatory mapping project in an undergraduate class in geography at the Universidade do Estado do Rio de Janeiro, generating a series of maps produced by the own students about the spaces of the university and its surroundings. Subsequently, a questionnaire and the focus group technique are applied to the participants from the mapping project, with the intention of generating data that make it possible to evaluate the impacts and pedagogical possibilities of the activity. For the analysis of the generated data, 4 categories of analysis were created and used: geography, cartography, teaching method, social-citizen. Through any oh these categories is possible to fragment and group the data for analysis. In addition, a questionnaire was applied to teachers of geography who works on basic education, seeking to identify their perceptions about teaching methods, cartography and their use in geography education, working in a complementary way to the data collected by the focus group and questionnaire with students and acting as another tool to enable the analysis of participatory mapping in geography education. Subsequently, there is a synthesis of all data, making it possible to identify the possibilities that participatory mapping can provide for geography education. From the on, it was identified that the participatory mapping performed by geography undergraduate students generated varied possibilities, for cartographic, geographic and citizen-social learning, both through the production of maps and the exercise of their analysis. In addition, as an active teaching method, participatory mapping generated participants’ engagement and the positive perception of the activity. Finally, we identified that participatory mapping is a pedagogical and methodological possibility for both geographic and cartographic learning, becoming another tool for geography education.