2019-08-012019-06-24GOULART, Gabriella. Ensinar geografia com a cartografia: a contribuição dos mapas mentais no processo de ensino-aprendizagem de alunos de ensino médio. 2019. 156 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/9854In the theoretical-methodological discussions about the teaching of geography, we seek the development and applicability of practices that enable the formation of students conscious readers of their space. In this perspective, the development of geographic thinking has a fundamental importance, since this knowledge when being constructed considers the everyday and spatial concepts that are formed by the practice of the individual in the geographic space, and the Associates the fundamentals and more scientific concepts of geography, which are developed in the school environment, seeking to analyze the spatial, social, economic and cultural phenomena by the perspective of a more critical analysis. In this sense, when studying about geographic content, it is also necessary to develop geographic thinking, while the production of this thought will enable a more meaningful and investigative understanding of the contents, and a more Daily practices of students, as individuals producing space. For this process to be possible within the geography classes should also be considered the spaces closest to the reality of the student, conceiving them as a field of research and investigative action for the classes, addressing the everyday landscape from the Spatial and geographic aspects. In this context of teaching and learning, it is necessary an instrument where the student can materialize the geographic thought produced in his level of knowledge, therefore, the cartographic language of the mental maps was sought, the resource of representation Where the student can express his geographic impressions of the space and its phenomena. To the extent that the elaboration of a cartographic representation provides conditions for students to express their spatial knowledge, and in this case they can also make critical and geographic reflections on the space of representation, using the Cartography elements. The materialization of geographic thinking through the production of the mental map was waided by a set of classes, where the contents were explored through the classroom classes and an exploratory field work. From this context, the general objective of this research is to analyze the potential of mental maps as an instrument for the construction of geographic thinking in high school students. To this end, a qualitative research was developed in the modality of action research, which predicted an articulation between the theoretical framework and the field, the latter consisting of: didactic sequence, fieldwork, questionnaires and the production of esketch maps. It was possible to note that the production of the mental maps, together with all the methodological strategies that preceded it, contributed to the construction of the geographic thinking of the students, since they began to interpret their spaces of experience by A more conceptual and scientific perspective. It can be affirmed, therefore, that the mental cartographic productions assist in the construction of geographic knowledge, thus contributing to a more meaningful teaching of geography.application/pdfAcesso AbertoPensamento geográficoMapas mentaisMetodologiaGeographic thinkingSketch mapsMethodologyCIENCIAS HUMANAS::GEOGRAFIADissertação