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- Campus Samambaia, Campus Colemar Natal e Silva, Campus Aparecida de Goiânia.
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El lenguaje cartográfico en los libros de texto de geografía de secundaria en Brasil
(2019) Richter, Denis; Cavallini, Gabriel Martins
This article is the result of an investigation that aimed to analyse the cartographic language present in two collections of high school geography textbooks in Brazil. The maps were analysed based on the different types of cartographic representation, as well as the proposals of school cartography present in these didactic materials. As a result, it was observed that the maps are restricted to Euclidean cartography and contribute little to the teaching of geography, having as its main function only to locate the phenomena in space.
A cartografia da COVID-19: orientações didático-pedagógicas
(2020) Richter, Denis; Nascimento, Diego Tarley Ferreira
Due to the Covid-19 pandemic, several institutions and government entities developed online platforms to represent the distribution and the increase in the number of people infected and deaths by this illness. These tools available online grant the comprehension of the spatialization and propagation of the new coronavirus on various cartographic scales, as well as enabling the geographical analysis of this phenomenon. In light of this context, a group of researchers in the area of Geography teaching idealized the construction of didactic-pedagogical guiding material entitled “The Cartography of Covid-19: guidance for use in a school environment”, seeking to contribute to the practice of Geography teachers in basic education. In this sense, this article presents the conception and the goal of this material and the possibilities to explore these platforms in the process of teaching-learning of Geography in schools.
A Percepção espacial da cidade a partir das práticas cotidianas de jovens escolares
(2020) Richter, Denis
This article is the result of a research that had as its goal the analysis of the spatial perception from 401 students attending senior year of high school (third grade of Brazil’s Ensino Médio) concerning urban planning, from their daily spatial practices in the surroundings of six public schools located in Goiânia/Brazil. Different instruments were used on this investigation, such as: questionnaires, intervention lessons, and activities using mental maps and spatial perception. We were able to identify some elements and contexts from these materials that are valued by these subjects while going through a daily commute, insofar as qualifiers or limits of their rights to come and go around the city. As results, we must highlight: 1) low quality of the sidewalk conditions for walking; 2) high rates of insecurity; 3) the pedestrian’s lack of security from traffic; and 4) the lack of afforestation on sidewalks. These data reveal that Goiânia’s urban planning needs to take into consideration the spatial percep-tion of these young scholars so as to provide those individuals with better life quality. Therefore, it is required urban intervention proposals that recognize the subject’s mobility as context to enhancing the city’s humanity and accessibility to all citizens.
A linguagem cartográfica no ensino de geografia
(2017-06) Richter, Denis
Es cada vez más frecuente la valorización de un discurso de que la enseñanza de la Geografía necesita estar articulada con el uso del lenguaje cartográfico a partir de documentos oficiales, como los currículos, o en el desarrollo de investigaciones. Sin embargo, es necesario también presentar algunos caminos o indicar itinerarios que puedan contribuir a efectividad de eso proceso en la práctica escolar. A partir de ese contexto este artículo busca colaborar para el trabajo docente en la perspectiva de reflexionar sobre dos puntos bien específicos de la Cartografía Escolar, pero que están directamente relacionados, que es analizar sobre el proceso histórico de construcción del mapa y indicar algunas propuestas que posibilitan el mapa como un lenguaje más presente en la enseñanza de Geografía. A partir de esos apuntes se espera contribuir para una acción docente más articulada entre el uso de la representación cartográfica y el desarrollo de prácticas escolares que potencien el pensamiento espacial y el razonamiento geográfico.
O pensamento, o pensamento espacial e a linguagem cartográficapara a geografia escolar nos anos iniciais do ensino fundamental
(2018) Richter, Denis
The following article aims to make a link between the thought, the spatial thinking and the cartographic language in the expectation to contribute to theoretical debates and reflections on Geography teaching during the first few years of junior high (JH). This conception has its starting point on the principle that the construction of thought is one of schools’ main tasks and, combined to it, it is fundamental to develop spatial thinking, as a specificity from the geographical reading. For that purpose, thecartographic lan-guage is required, as it contributes directly in schools’ geography deeds as a resource and as a didactic-pedagogical view that aims to enrich the construction of spatial thinking to students. To develop this ide-as, this text makes references to authors from the learning related to vigotskian theory, as well as Geog-raphy researchers that cooperate in debates about the concept of space, spatial thinking, Geography teaching e school Cartography. As of these contributions, it is understandable that the link between these three pivots (thought, spatial thinking and cartographic language) strengthens the development of Geo-graphic school deeds in the first few years of JH, in the perspective of enriching the spatial logic and in the use of different propositions with the map.