As representações cartográficas como ferramentas para o ensino da geografia escolar

Abstract

The general objective of the study is to analyze cartographic representations as tools for a more critical-reflexive teaching of school geography. The interest for this theme arose from the participation as a student researcher of PIBIC, whose activity plans were centered on school cartography. From Prehistory to the 20th century, as contemplated in the text, cartographic science contributed significantly to geographical science. Mapping was important for Geography in terms of appropriation, management, production and territorial reproduction. In the text, we notice that the impacts of the traditional current of geographic thought in the teaching of Geography are worrying, while they are devoid of critical-reflexive aspects. Critical Geography, a current of geographic thought, whose purpose was to break and overcome the theoretical-methodological actions imposed by Traditional Geography, emerges. As far as the research methodology is concerned, it is part of a bibliographical research, of a qualitative type approach. As for the objectives, it is of the exploratory type. As for nature, it is of the basic research type. The study population was composed by the selected literature, related to the study subject. As for the sample, the articles were selected from the variable of interest, already the selection was made from a careful reading of the articles and books. After collecting the data, we followed the following steps for the data analysis: reading of all the material; filing of texts; descriptive analysis of the filing seeking to establish a greater understanding and expand the knowledge on the subject researched; elaboration of the theoretical reference. As results we saw that the map, as one of the most pertinent cartographic representations, provides the educator with the opportunity to show and contextualize, to the students, the world that is always in constant process of transformation by societies. Thus, since the map is one of the most present cartographic representations in the classroom, one of the interesting alternatives to work on it would be if the practical activities developed in teaching this knowledge were based on the elaboration of maps and the critical-reflexive reading and interpretation of their signs and symbols.