Cartografia Escolar : os mapas mentais na construção do pensamento espacial com alunos do 6° ano do ensino fundamental

• Autor(a) principal: Farias, Rossele Hackbart
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFPel - Guaiaca
• Texto Completo: http://guaiaca.ufpel.edu.br/handle/prefix/8203
• topic: CNPQ::CIENCIAS HUMANAS::GEOGRAFIA; Mapas mentais; Ensino de Geografia; Conceitos geográficos; Pensamento espacial; Mental maps; Geography teaching; Geographical concepts; Spatial thinking

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.