O "encontro" com o mapa e a Geografia no sexto ano do ensino fundamental na escola: contribuições da teoria cultural da objetivação

• Autor(a) principal: Castilho, Raquel Camalionte [UNIFESP]
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=8028664; https://repositorio.unifesp.br/handle/11600/59990
• topic: Maps; Geography; Objectification; Subjectification; Learn; Mapa; Geografia; Objetivação; Subjetivação; Aprendizagem

In the classroom of a public school, teachers and students are visualized as individuals that develop activities, collectively and cooperatively, that can generate transformation, psychic development and valorization of scientific knowledge. It is unquestionable the importance of the teaching of Geography and the map in the Brazilian reality, since it materializes a scientific interpretation of the space through a specific language, is a means of communication and is configured as a cultural artifact. Therefore, the main objective of the research is to analyze the processes of subjectivation and objectivation (RADFORD, 2006), the concepts that involve the concept of map and some of the cartographic elements in students of the 6th grade of Elementary School of a public school in Sao Paulo city. Based on the historical-cultural perspective, the human being is understood as a complex of social relations and a subject that presents a subjectivity, as well as particular experiences that are influenced reciprocally and dialectically. This finding led us to approach the teaching and learning process of these concepts in their totality, and in movement during the development of a didactic-formative experiment. After perceive the phenomenon, the data analysis was divided into three parts, two of them focused on the processes of objectification of the map, primarily the scale, as well as the spatial thinking that involves the concept of a city block. In the last part, the objective was to bring reflections that involved the process of subjectivation accompanied during the research. The results allow us to analyze a learning process of several concepts from the interaction of several semiotic modes, the teacher, the artifact, the representations, among others. In the unexpected, we could verify the transformation of the perception and representation of the smallest part of the urban space in this process. And, finally, the understanding of mechanisms of power that sustained the interactions between students, which, despite the movements were not broken and made aware of by Pedro, leads us to hope that this research will stimulate other researches so that more tasks (RADFORD, 2006) in order to contribute to the development of autonomous, critical, self-conscious subjects of the space in which they are inserted and respect, care, ethics, community and responsibility.