Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico
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2022-10-21
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Universidade Federal de Goiás
Resumo
Geography is, historically, an important curricular component of Brazilian basic education.
Therefore, in the field of Geography Teaching, we have sought to understand which methodologies
and languages most contribute to the teaching-learning process of Geography. In addition, the reality
of Brazilian public schools is very complex, given the social and infrastructure inequalities of the
federation units. However, there is a material of almost universal access, the textbook, thus transforming it into a basic instrument of the educational system. Considering these elements, the objective
of the present investigation is to analyze the cartographic language present in the Geography and
Social and Applied Human Sciences textbooks of High School approved in the PNLD 2015, 2018
and 2021, reflecting on the influence of curriculum documents on these materials and the contribution of this language for the construction of geographic thought. In this sense, the investigation was
structured from a documentary analysis of the reference resumes, especially the National Curricular
Parameters (PCN) and the National Curricular Common Base (BNCC), as well as textbooks approved in the PNLDs 2015, 2018 and 2021. Among the results obtained through document analysis, it
was found that the cartographic language is used recurrently only as an instrument for locating phenomena, making it difficult for teachers and students to weave more complex analyzes about phenomena and geographical situations. This factor shows that, in relation to the use of cartographic language for the teaching-learning process of Geography, in the context of High School, it has not been
used in order to contribute to the construction of a geographical way of thinking by students.
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CAVALLINI, G. M. Os mapas nos livros didáticos de geografia e de ciências humanas e sociais aplicadas no ensino médio: currículo e construção do pensamento geográfico. 2022. 164 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2022.