CARTOGRAFIA NOS ANOS INICIAIS:

SABERES E PRÁTICAS METODOLÓGICAS PARA A APRENDIZAGEM ATIVA NO ENSINO FUNDAMENTAL

Abstract

The teaching of geography, especially in the early years, is guided, to a large extent, by a technical and traditional bias, substantiated by the use of methodologies aimed at memorizing and repeating the taught content. Cartographic literacy, likewise, is seen as scarce, difficult to apply or inaccessible. Thus, by recognizing the existence of this deficient process and by understanding the relevance of practical methodologies and cartographic literacy as potential ways for analyzing the spatial phenomena, the present work aims to look into the active methodologies and the use of cartography in the early years as systematic alternatives in the teaching-learning process. The methodology is anchored in a bibliographic survey and in the application of practical activities based on cartography, in order to stimulate and develop students' cartographic literacy. The activities were developed in a group of the 5th year of elementary school/initial years. The results demonstrate that the cartographic procedures and the use of active methodologies provide a greater interest and protagonism in the students, in addition to facilitating the process of apprehension of the content. Thus, it was verified that such instruments are important resources for the construction of geographic knowledge, making learning meaningful and fostering pedagogical practice.