A linguagem cartográfica como recurso didático na geografia escolar

Abstract

His article analyzed the cartographic language as an important tool in school geography, whose guiding questions were: how the students of the sixth grade of Santa Maria Elementary School, located in the PatosItuquiPlanalto community in Santarém-PA, understand the symbols and how the teachers develop the methodologies for mapping mediation. To reach this proposal a qualitative approach was used, with a bibliographical review on the subject, a field research with a questionnaire application for ten students of the 6th grade and an interview with the geography teacher of Elementary School II. Through this, it was identified that the appropriation of the cartographic language is fundamental for the analysis and comprehension of the geographic space, at the same time it is an instrument of extreme importance for the academic formation of the student, making possible an autonomous, critical and reflexive knowledge about the contradictions of geographical space. The results showed that the students do not have much clarity of the geographical symbology, having as main tool the map, and that the teacher uses the traditional methodology, focusing his work in the didactic book, and using the cartography only as a content and not as a tool.