Cartografia escolar e ensino de geografia: possibilidades metodológicas para o ensino fundamental.

Abstract

This work is thematic mapping as a methodology of teaching and learning of geography, aimed to understand the reasons why teachers have not used this methodology in geography lessons in basic education. The problem o f this research arose from our experiences during the Supervised Internship, which pointed notorious difficulty of basic education students in understanding basic cartographic materials like maps. From this perspective, hypotheses of possible causes of these problems, among which were raised in teacher education; cognitive ability of the student; and availability of materials support schools. Given the confirmation or refutation of hypotheses initially start from a theoretical reflection on the cartography of the historical point of view, but mainly methodological, aiming to understand the elements that characterize it as a language. From this understanding, we discuss the relationship between cartography and geographical knowledge, pointing to the contributions of the same for the processes of teaching and learning in elementary education. Subsequently pointed out two possibilities of pedagogical-didactic approach of cartography, from the use of maps and sketches, showing that by mapping the teachers can help develop important skills and competencies for students, since they know how to guide the learning from school cartography.