A construção do pensamento geográfico nos anos iniciais a partir do conceito de lugar
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2019-03-26
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Universidade Federal de Goiás
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The cartographic representation of the experience of place comes up as a possibility for children to
learn, since the early years, to read and think about geographic space as a historically constructed
socio-spatial construction. Its pertinence comes from the fact that some studies directed to the
initial years point out some frailties about the theoretical-methodological assumptions related to
teaching and learning Geography with criticality, indispensable for the understanding of the
conflicts in the world in constant transformation. The cartographic language emerges as a mediator
proposed methodology of the construction process and development of the child's spatiality
because we believe that, from an early age, develops spatial notions that allow it the mastery of its
body and the outer spaces to it. This is a debate that interests us and which we focus on in this
work, because we believe that by exploring the meanings attributed to space socially constructed
by humans, at a given place, and relate them to the totality, the child can understand the world in
its complexity. In this way, we chose as main focus to analyze the contributions and the possible
limitations of the cartographic representation in the construction of the child's socio-spatial
reasoning since the early years, in order to develop cognitive skills that contribute to the
construction of the geographical concept of place. Specifically, the objectives are: to identify the
didactic-methodological processes for the study of the cartographic representation as language that
allows the child to unveil and understand the reality of the world; to understand the relevance of
Geography teaching in the initial years as an instrument for the appropriation of skills and abilities
for reading, representation and intervention in geographic space; to establish socio-spatial
relationships representation cartographic drawings for the reading, interpretation and synthesis of
the spatial interrelations that make up the geographic space. This study was characterized by the
case study, in the research-action modality, with qualitative approaches based on the reading of the
living space. As an educational product, we present a proposal of a didactic sequence for the
mediated construction of the concept of place.
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GODOI, M. C. A construção do pensamento geográfico nos anos iniciais a partir do conceito de lugar. 2019. 172 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019.