Cartography and Children
Diversified Experiences on Cartography for Children
Young people today are embedded in complex social contexts and use different forms of texts, images and sounds to communicate and interact. In this way, the semiotic multiplicity of texts and multiculturalism characterize contemporary society and also influences the ways of learning and teaching (Rojo and Moura, 2012). Consequently, the school performs its social function by developing activities that instigate students to be critical content producers that involve the various languages, including cartographic. The cartographic language leads to the development of students' spatial reasoning and can be worked in other disciplines of basic education beyond geography, such as mathematics, chemistry, biology and physical education according to Brazilian educational guidelines. In this way, teachers need to learn cartographic concepts in the discipline at the university. This article reports a proposal of cartography teaching presented in the subject School Cartography offered to undergraduate students at the University of Brasília in the year 2016. Some conceptions guided the work of this discipline, the first was the understanding of the people involved in the learning progress, teacher and student, as active actors in the construction of their spatial reasoning. In this way, the classroom was considered a social space that undergoes changes provoked by people involved. Second, the dialogic and reflective character of the activities served as a basis for the construction of spatial reasoning during the exercises of the future teachers. Initially, students from different courses were divided into five groups according to levels of education in Brazil: kindergarten (3 to 6), elementary school (7 to 13 years), high school (13 to 18 years), youth and adult education (above 18 years) and special education (special needs). In the groups, they performed practical exercises, debates and research that were complemented in three moments: 1. practice of twelve classroom activities that aimed at the elaboration, construction of spatial concepts such as location, distribution, extension, distance, position, scale , region, place, network, arrangement and configuration (Moreira, 2008); 2. organization of the activities in the teacher’s notebook, with the description of the study on the spatial representations and conclusions of the group of the concepts involved; 3. academic research of scientific articles that placed the concepts worked within the specificity of the modality of basic education chosen by the group. At the end, the students shared its objectives, associated with the level of education. The proposals presented the association of the theoretical content related to the cartography applied to the areas of student training. The models of reality, which used the principles of spatial orientation, object observation, mock building, maps, and sketches were re-established in the light of those specificities. We concluded that the final works of these students reinforced the importance of Cartography in contemporary education and showed its interdisciplinary character in that it enabled the formation of spatial thinking, common to the various disciplinary fields.
Secretaria de Educação do Distrito Federal
Vânia Lúcia Costa Alves Souza. Geography teacher of High School at Secretary of Education of Distrito Federal, DF, Brazil. Doctoral degree in Geography at the University of Brasília, DF, Brazil. Master of Science in Geo-Information Science at Wageningen University, NL. Member of two research groups: GECE, group to study school cartography at the University of Goiânia and GEAF to study Geography education at the University of Brasilia, Brazil.
University of Brasilia
Professor of subjects Geography Education and School Cartography at Education Faculty at the University of Brasília. Coordenator of the research group GEAF that study geography education at the University of Brasilia Member of the research groups: Research group of Geography Education at the University of Goiania, Group Intelection and culture and group Subjects, territories and construction of knowledge, both at the University of Brasilia.
UNIVERSIDADE ESTADUAL PAULISTA - UNESP
Graduated in Geography, MA and Ph.D. in Geography in University of São Paulo (2009). She is currently Assistant Professor Ph.D.from UNESP- Ourinhos, and Chair (2015-2019) of the ICA Commission on Cartography and Children. She has experience in geography, with emphasis on Geography teaching and training of teachers, mainly in the following themes: school and tactile cartography, geography education, special education and inclusion.
Wednesday, July 5
8:30 AM – 8:50 AM
Wednesday, July 5
9:10 AM – 9:30 AM
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