Pr?ticas pedag?gica na educa??o profissional: um estudo sobre a cartografia social como metodologia de ensino em geografia

• Ano de defesa: 2019
• Autor(a) principal: Pontes, Mois?s de Souza
• Orientador(a): Monteiro, Rosa Cristina
• Banca de defesa: Monteiro, Rosa Cristina , Rossetto, Claudia Antonia Vieira , Souza, Ana Cl?udia Ribeiro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Geografia significante; Educa??o profissional; Cartografia social
• Palavras-chave em Inglês: Significant geography; Professional education; Social cartography
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/5282

This research presents on approach about pedagogical practice in professional education, having as a start point the geography as a school science discipline and the cartography teaching. Thematic that even with some advances in pedagogical process, still lacks methods that can respond to students? needs in knowledge construction. From the 1990s social cartography has been consolidating itself as a defense instrument of traditional communities territory all over the world and in particular Amazon peoples. So, we answer with this research, how can the use of social cartography, as a teaching methodology, contribute to the formation of professinal education students? The subjects involved in the activities were first year students of the Integrated Farming Technical Course. High School, from Federal Institute of Education, Science and Technology of Amazonas, campus Mau?s, in 2018. The main objective analyzes the pedagogical practice in geography, compatible with the development of professinal secondary education integrated in the students? education. For this we set as specific objectives: to inserting the social cartography?s princeples as a cartography ply teaching methodology; comparing students? cartographic production with the conventional model of cartography learning and reating the effectiveness of social cartography fundamentals in the pedagogical practice of cartography teaching and its technologies in the geography discipline. Supported by qualitative approach, in the use of Likert scale model questionnaires, applied before and after the insertion of the social cartography methodology, in the observations and exames applied, we had significant results for the insertion of social cartography fundamentals as a cartography teaching method. At first the results are esposed following a presentation that combines this researcher?s experiences in the education network Amazonas State and in professional education, passing through our theoretical reference for the cartography place in the geography teaching, in the utility of cartographic products and in the potentialities of social cartography, supported by authors who understand the geography teaching as movement, as well as the authors that dealing with social cartography in Brazil and in the world. The initial representations give us sequence to the discussion, where it is possible to realize that really the scholar cartography, specifically the students' cartography literacy level is deficient and, with the use of the method, we insert the research as pedagogical principle, interdisciplinary classes and the use of technologies. as an aid in the students' Integral developing. Finally, cartography foundantions as a teaching method is compatible in the development of professional education. So, we pointed out from our final considerations this way as resistance instrument to the attacks by organizations that conduct education in our country, which try to reduce the contribution of geography as science and scholar discipline in the knowledge construction and in the student education, through an autonomous and meaningful teaching, making it able to intervene in its reality