FORMANDO DOCENTES PARA FORMAR DISCENTES MAPEADORES E LEITORES DE MAPAS: A MAQUETE DA SALA DE AULA

Abstract

This study is the result of a workshop carried out in the curricular component Geography II in Early Childhood Education and Early Years of Elementary Education in the Full Degree in Pedagogy course at the Federal University of Campina Grande. The training practice took place in the form of remote teaching and sought to highlight the importance of reflection on the methodologies adopted in the classroom in the teacher training process that enables the teaching of cartographic language in the first years of Elementary School. Thus, the study aims to report the realization of the workshop, the steps and learning that the making of the scale model can trigger in the field of spatial representation in the first years of schooling. The results obtained evidenced the possibility for Basic Education teachers, from an affective mediation, to work the cartographic language, using methodologies that place the student in the position of constructor of his cartographic knowledge. It was found that the scale model constitutes an important cartographic representation in the development of learning, such as: orientation, location, reference points, coordinate axes, proportionality, observation points of view, symbolization etc. Contributing, greatly, to the passage from the three-dimensional to the two-dimensional plane.