SILVA, A. E. J.; http://lattes.cnpq.br/1793193781308837; SILVA, Ana Elizabeth Jerônima da.
Resumen:
Education has gone through several historical periods, several transformations,
especially in the field of Geography Teaching, more precisely with respect to the use of
thematic maps as a methodological practice. Among many changes we highlight the use
of maps, which has increasingly distanced itself from the reality of the classroom. This
research emerged from the experiences of supervised internships at a public school in
the city of Cajazeiras-PB, E.E.E.M. Manoel Magueira Lima, who encouraged us to
observe in a more attentive way the contemporary school dynamics. During the
curricular internship periods, it was possible to verify that the welcoming school offers
a diversity of maps in its library, but during the activities did not show signs of use by
teachers and students. Considering the maps as one of the facilitating resources of the
teaching-learning process, this work aims to analyze the didactic-methodological
practices related to the use of maps in the teaching of geography and, from these the
contributions of the maps in the classes of Geography, possible problems of
methodology and "cartographic illiteracy", and to identify how these teaching resources
are used in geography classes. To reach these objectives, a bibliographic survey was
carried out, with several authors such as: Cavalcante (2012), Castrogiovanni (2007),
Câmara e Costela (2007), and then two different models of questionnaires were applied
to the students and teacher of the 7th Year A of the State Primary and Secondary School
Manoel Mangueira Lima- Cajazeiras. After collecting, processing and analyzing the
data, we noticed that in the school participating in the research, the use of maps as a
methodological resource is obsolete, so we need to reflect on methodological practices,
especially in geography teaching, providing a more pleasant and meaningful learning.
Keywords: Geography Teaching. Maps. Methodology.
