A linguagem cartográfica na construção do pensamento geográfico: Uma proposta metodológica para o ensino dos componentes físico-naturais

Abstract

This research arises from the anxieties and challenges that are part of the daily routine of teaching geography in high schools in the public school system of Goiás, especially those focused on the use of cartographic language in teaching physical and natural components. The concern is to establish how cartographic language, when used in geography classes focused on physical-natural knowledge, articulates the geographical skills and reasoning necessary for the development of geographical thinking. With all the social depreciation that teachers have been suffering in recent years, especially those in the humanities, insisting on improvement is the possibility for change, because we will only have a well-educated society if those who educate do so in the best possible way. So, as a teacher-researcher, all my experience and practice in the classroom is an object of study, because it is the events of that class that will be decisive for the next classes, that is, lesson planning has to keep up with the reality of the class from lesson to lesson. Here, practice and theory are inseparable, because it is initial training together with continuing education that enables the best decision-making. The overall objective is to analyze how cartographic language contributes to the development of geographical thinking in the approach to physical-natural components for high school students. The most appropriate social research methodology is participatory action research, due to the close association that the teacher-researcher establishes with the research problem. During the research, a didactic mediation course was developed and applied in a public school during geography classes for the 3rd year of high school. This program highlighted the fieldwork proposal that took place at the Botanical Garden of Goiânia. As a result, this study presents some theoretical and methodological reflections on cartographic language and its relationship with the teaching of physical and natural components in geography, as well as the recognition that the articulation of both through cartographic language enhances the development of geographical thinking.