Mapeamento digital e metodologias ativas como recursos para o desenvolvimento do raciocínio geográfico no ensino médio

• Ano de defesa: 2025
• Autor(a) principal: Costa Júnior, Mário Dias da
• Orientador(a): Duarte, Ronaldo Goulart
• Banca de defesa: Marino, Leonardo Freire , Magdaleno, Fabiano Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Geografia
• Departamento: Centro de Tecnologia e Ciências::Instituto de Geografia
• País: Brasil
• Palavras-chave em Português: Sequência didática; Mapeamento digital; Metodologias ativas; Raciocínio geográfico
• Palavras-chave em Inglês: Didactic sequence; Digital mapping; Active learning methodologies; Geographical reasoning
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL
• Link de acesso: http://www.bdtd.uerj.br/handle/1/25512

The present study aims to analyze the effectiveness of student digital mapping, combined with active learning methodologies, in the development of geographic reasoning. To this end, a didactic sequence was developed based on methodological assumptions of action research, focused on the construction of some important conceptual contents of Urban Geography such as central areas and intra-urban centralities, urban mobility, commuting movements, and socio-spatial segregation, which were addressed throughout a series of activities applied in a first-year high school class at a state school in Volta Redonda-RJ. The proposal sought to verify the extent to which the integration of city data digital spatialization practices and participatory methodological strategies promotes students’ understanding and representation of urban phenomena. The didactic sequence was structured into five lessons. The first consisted of a diagnosis based on questions about the usefulness of maps and the indicated conceptual content, followed by activities for conceptual mobilization through reading and interpreting maps, cartoons, and music, in an initial stage of the teaching sequence aimed both at gauging students' everyday knowledge and at beginning to introduce scientific concepts. In the second class, the station rotation methodology was adopted, in which students accessed printed materials such as maps, cartoons, photographs, and texts, as well as satellite images accessed via a laptop. The third class focused on students' digital mapping practice, using the Google My Maps platform. The students created their own maps from a set of data previously collected through an online form applied at the school. In the fourth class, activities guided by the problem-based learning (PBL) methodology were carried out, using both the mappings already produced and new maps created by the students to assist in solving the proposed problem situations. The fifth and final class reapplied the diagnostic questions, enabling a comparison between the responses produced at the beginning and those developed in the final stage of the teaching sequence, in addition to including evaluative activities with maps of other urban contexts, which allowed for checking the transfer and application of the conceptual contents studied to contexts different from those experienced by the students, stimulating geographical reasoning. The analysis of the teaching process evidenced conceptual advances and improvements in geographical reasoning, with students showing greater ability to identify spatial relationships, interpret urban phenomena, and represent data that allowed for the visualization of the spatiality of the phenomena.