O uso da Cartografia Social como alternativa didática na construção de um ensino-aprendizagem significativo na Geografia Escolar

Abstract

ABSTRACT: Cartographic language has a great importance for the teaching of Geography, providing subsidies that broaden the possibilities of understanding the geographical space. However, many teachers have difficulties in structuring Cartography concepts and in interpreting graphic materials, limiting cartographic approaches to superficial and decontextualized analyses of socio-spatial reality. Given these circumstances, this study proposes to reflect on the use of Social Cartography as a didactic alternative to overcome these obstacles, enabling the full development of the students spatial reasoning and critical awareness, based on their experiences. The discussion is based on the results of the application of a Social Cartography workshop, applied with three classes of a public high school in Pernambuco, located in Recife. From the participatory construction of social maps of the neighborhood where the institution is located, the potential of Social Cartography for school geography was verified, enabling the understanding of cartographic knowledge and, at the same time, the critical formation of subjects in the face of social and spatial reality. From the methodological point of view, in addition to the practice mentioned above, a bibliographic survey was carried out on the platforms: Capes Journal Portal, Scientific Electronic Library Online (SciELO), ResearchGate and Google Scholar. The literature review was based on the following KEYWORDS: School Cartography, School Geography, Teacher Training and Social Cartography.

KEYWORDS: Cartographic Language, School Geography, Social Cartographic, Geography teaching.