Cartografia escolar e sequência didática: uma proposta metodológica para os anos finais do ensino fundamental

Abstract

The cartographic knowledge has a close relation with the teaching and learning process of Geography, as specific content or still as methodological resources. In this research, and considering the importance of Cartography for Geography, we focus this work on the examination of cartographic knowledge present in basic education, especially in the Geography discipline, taught in classes of elementary school, final years. Theoretically, questions related to Geocartography and to the initial teacher training in full degree courses in Geography were discuss. We considered aspects of this formation and its reflexes in the teaching practice on the schools, basing the research problem on the difficulties of training and pedagogical performance to the cartographic teaching and by extension problematizing the teaching of Geography from these difficulties. We combine the theoretical contributions with field investigations, considering our empirical cut (elementary school, final years, offered in the city of Pombal – PB, Brazil), listening and analyzing the experience of teachers involved in this teaching process. Therefore, the purpose of this work was to investigate the cartographic knowledge related to the teaching of School Geography. In this sense, we developed an analysis of the cartographic formation of the Geography teacher, observing how his teaching practice is in relation to School Cartography, identifying possible difficulties or potentialities in the work with this theme. Finally, we proposed to develop a theoretical-methodological approach based on the elaboration of didactic sequences, aiming to offer a guiding element applied in the classroom by teachers who teach the discipline of Geography in the final years of elementary school, focusing approach to cartographic knowledge.