School Cartography and the Theory of Multiple Intelligences in the teaching of Geography: contributions of geotechnologies in Elementary Schools

Detalhes bibliográficos
Autor(a) principal: Rizzatti, Maurício
Data de Publicação: 2020
Outros Autores: Cassol, Roberto, Spode Becker, Elsbeth Léia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ateliê Geográfico
Texto Completo: https://revistas.ufg.br/atelie/article/view/65949
Resumo: In school cartography, it is possible to develop resources linked to lived spaces through the theory of multiple intelligences (MI), developed by Howard Gardner. Thus, the main purpose of this research was to identify the contribution of Gardner’s theory, considering the use of geotechnologies, to the construction of geographic / cartographic knowledge in Elementary School. First, a review of the literature was written focusing on the concepts of MI and school cartography. Then, a questionnaire was applied to the students in order to evaluate their academic prior knowledge. Next, an educational workshop was held, where thematic notions were presented to the students for their interpretation of cartographic documents and mapping. After that, the students made two maps (one analogue, one digital), which contributed to mobilize the students’ range of intelligences. Finally, a second questionnaire was applied to the students in order to check what, in terms of knowledge, they had acquired. In conclusion, one can highlight that the theory of MI allows the development of student-centred activities, thus contributing to greater success in the teaching-learning process. Keywords: Geotechnologies, Lived Spaces, QGIS, Spatial Intelligence.
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spelling School Cartography and the Theory of Multiple Intelligences in the teaching of Geography: contributions of geotechnologies in Elementary SchoolsLa Cartografía Escolar y la Teoría de las Inteligencias Múltiples en la enseñanza de Geografía: contribuciones de las geotecnologías en la Enseñanza BásicaA Cartografia Escolar e a Teoria das Inteligências Múltiplas no ensino de Geografia: contribuições das geotecnologias no Ensino FundamentalIn school cartography, it is possible to develop resources linked to lived spaces through the theory of multiple intelligences (MI), developed by Howard Gardner. Thus, the main purpose of this research was to identify the contribution of Gardner’s theory, considering the use of geotechnologies, to the construction of geographic / cartographic knowledge in Elementary School. First, a review of the literature was written focusing on the concepts of MI and school cartography. Then, a questionnaire was applied to the students in order to evaluate their academic prior knowledge. Next, an educational workshop was held, where thematic notions were presented to the students for their interpretation of cartographic documents and mapping. After that, the students made two maps (one analogue, one digital), which contributed to mobilize the students’ range of intelligences. Finally, a second questionnaire was applied to the students in order to check what, in terms of knowledge, they had acquired. In conclusion, one can highlight that the theory of MI allows the development of student-centred activities, thus contributing to greater success in the teaching-learning process. Keywords: Geotechnologies, Lived Spaces, QGIS, Spatial Intelligence.En la Cartografía Escolar es posible desarrollar recursos vinculados al espacio vivido por medio de la aplicación de la Teoría de las Inteligencias Múltiples (IM), propuestas por Howard Gardner. En ese contexto, este trabajo tiene como objetivo general estudiar y identificar la contribución de la Teoría de las Inteligencias Múltiples a partir del uso de geotecnologías en la construcción de conocimientos geográficos y cartográficos en la Enseñanza Básica. En un primer momento ocurrió un estudio bibliográfico del IM y de la Cartografía Escolar. Después, se realizó la aplicación de un cuestionario con el fin de evaluar el conocimiento previo de los alumnos. Posteriormente, ocurrió un taller pedagógico, en el que se presentaron a los estudiantes nociones de temáticas para interpretación de documentos cartográficos y mapeamiento. En consecuencia, los estudiantes realizaron la confección de dos mapas (analógico y digital), que colaboraron para movilizar amplia gama de inteligencias. Por último, se aplicó nuevamente un cuestionario para evaluar el conocimiento obtenido. Se destaca que las IM permiten el desarrollo de actividades centradas en el alumno, contribuyendo para una mayor eficiencia en el proceso de enseñanza y aprendizaje. Palavras Clave: Geotecnologías, Espacio Experimentado, QGIS, Inteligencia Espacial.Na Cartografia Escolar é possível desenvolver recursos vinculados ao espaço vivido por meio da aplicação da Teoria das Inteligências Múltiplas (IM), propostas por Howard Gardner, em 1983. Nesse contexto, esse trabalho tem como objetivo geral estudar/identificar a contribuição da Teoria das Inteligências Múltiplas a partir do uso de geotecnologias na construção de conhecimentos geográficos/cartográficos no Ensino Fundamental. Em um primeiro momento ocorreu uma revisão bibliográfica sobre IM e Cartografia Escolar. Após, realizou-se a aplicação de um questionário para avaliar o conhecimento prévio dos alunos. Posteriormente, aconteceu uma oficina pedagógica, em que foi apresentado noções de temáticas para interpretação de documentos cartográficos e mapeamento aos estudantes. Na sequência, os discentes realizaram a confecção de dois mapas (analógico e digital), que colaboraram para mobilizar a gama de inteligências. Por fim, aplicou-se novamente um questionário para avaliar o conhecimento adquirido. Destaca-se que as IM permitem o desenvolvimento de atividades centradas no aluno, contribuindo para uma maior eficiência no processo de ensino-aprendizagem. Palavras-Chave: Geotecnologias, Espaço Vivido, QGIS, Inteligência Espacial.Universidade Federal de Goiás2020-12-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/atelie/article/view/6594910.5216/ag.v14i3.65949Ateliê Geográfico Journal; Vol. 14 No. 3 (2020); 239-267Ateliê Geográfico; Vol. 14 Núm. 3 (2020); 239-267Ateliê Geográfico; v. 14 n. 3 (2020); 239-2671982-1956reponame:Ateliê Geográficoinstname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/atelie/article/view/65949/36320Copyright (c) 2020 Ateliê Geográficoinfo:eu-repo/semantics/openAccessRizzatti, MaurícioCassol, RobertoSpode Becker, Elsbeth Léia2021-02-05T03:56:57Zoai:ojs.revistas.ufg.br:article/65949Revistahttps://www.revistas.ufg.br/ateliePUBhttps://www.revistas.ufg.br/atelie/oairevista.ateliegeografico@gmail.com || deniscastilho@hotmail.com || laracristineufg@yahoo.com.br1982-19561982-1956opendoar:2024-05-21T19:55:37.001234Ateliê Geográfico - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv School Cartography and the Theory of Multiple Intelligences in the teaching of Geography: contributions of geotechnologies in Elementary Schools
La Cartografía Escolar y la Teoría de las Inteligencias Múltiples en la enseñanza de Geografía: contribuciones de las geotecnologías en la Enseñanza Básica
A Cartografia Escolar e a Teoria das Inteligências Múltiplas no ensino de Geografia: contribuições das geotecnologias no Ensino Fundamental
title School Cartography and the Theory of Multiple Intelligences in the teaching of Geography: contributions of geotechnologies in Elementary Schools
spellingShingle School Cartography and the Theory of Multiple Intelligences in the teaching of Geography: contributions of geotechnologies in Elementary Schools
Rizzatti, Maurício
title_short School Cartography and the Theory of Multiple Intelligences in the teaching of Geography: contributions of geotechnologies in Elementary Schools
title_full School Cartography and the Theory of Multiple Intelligences in the teaching of Geography: contributions of geotechnologies in Elementary Schools
title_fullStr School Cartography and the Theory of Multiple Intelligences in the teaching of Geography: contributions of geotechnologies in Elementary Schools
title_full_unstemmed School Cartography and the Theory of Multiple Intelligences in the teaching of Geography: contributions of geotechnologies in Elementary Schools
title_sort School Cartography and the Theory of Multiple Intelligences in the teaching of Geography: contributions of geotechnologies in Elementary Schools
author Rizzatti, Maurício
author_facet Rizzatti, Maurício
Cassol, Roberto
Spode Becker, Elsbeth Léia
author_role author
author2 Cassol, Roberto
Spode Becker, Elsbeth Léia
author2_role author
author
dc.contributor.author.fl_str_mv Rizzatti, Maurício
Cassol, Roberto
Spode Becker, Elsbeth Léia
description In school cartography, it is possible to develop resources linked to lived spaces through the theory of multiple intelligences (MI), developed by Howard Gardner. Thus, the main purpose of this research was to identify the contribution of Gardner’s theory, considering the use of geotechnologies, to the construction of geographic / cartographic knowledge in Elementary School. First, a review of the literature was written focusing on the concepts of MI and school cartography. Then, a questionnaire was applied to the students in order to evaluate their academic prior knowledge. Next, an educational workshop was held, where thematic notions were presented to the students for their interpretation of cartographic documents and mapping. After that, the students made two maps (one analogue, one digital), which contributed to mobilize the students’ range of intelligences. Finally, a second questionnaire was applied to the students in order to check what, in terms of knowledge, they had acquired. In conclusion, one can highlight that the theory of MI allows the development of student-centred activities, thus contributing to greater success in the teaching-learning process. Keywords: Geotechnologies, Lived Spaces, QGIS, Spatial Intelligence.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/atelie/article/view/65949
10.5216/ag.v14i3.65949
url https://revistas.ufg.br/atelie/article/view/65949
identifier_str_mv 10.5216/ag.v14i3.65949
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/atelie/article/view/65949/36320
dc.rights.driver.fl_str_mv Copyright (c) 2020 Ateliê Geográfico
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Ateliê Geográfico
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Goiás
publisher.none.fl_str_mv Universidade Federal de Goiás
dc.source.none.fl_str_mv Ateliê Geográfico Journal; Vol. 14 No. 3 (2020); 239-267
Ateliê Geográfico; Vol. 14 Núm. 3 (2020); 239-267
Ateliê Geográfico; v. 14 n. 3 (2020); 239-267
1982-1956
reponame:Ateliê Geográfico
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Ateliê Geográfico
collection Ateliê Geográfico
repository.name.fl_str_mv Ateliê Geográfico - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv revista.ateliegeografico@gmail.com || deniscastilho@hotmail.com || laracristineufg@yahoo.com.br
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