A construção do pensamento geográfico nos anos iniciais a partir do conceito de lugar

• Ano de defesa: 2019
• Autor(a) principal: Godoi, Maria do Carmo
• Orientador(a): Olanda, Elson Rodrigues
• Banca de defesa: Olanda, Elson Rodrigues, Gonçalves, Glauco Roberto, Morais, Eliana Marta Barbosa de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Pensamento geográfico; Ensino de Geografia; Lugar; Representação cartográfica; Anos iniciais
• Palavras-chave em Inglês: Geographic thought; Teaching geography; Place; Cartography representation; Early years
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9588

The cartographic representation of the experience of place comes up as a possibility for children to learn, since the early years, to read and think about geographic space as a historically constructed socio-spatial construction. Its pertinence comes from the fact that some studies directed to the initial years point out some frailties about the theoretical-methodological assumptions related to teaching and learning Geography with criticality, indispensable for the understanding of the conflicts in the world in constant transformation. The cartographic language emerges as a mediator proposed methodology of the construction process and development of the child's spatiality because we believe that, from an early age, develops spatial notions that allow it the mastery of its body and the outer spaces to it. This is a debate that interests us and which we focus on in this work, because we believe that by exploring the meanings attributed to space socially constructed by humans, at a given place, and relate them to the totality, the child can understand the world in its complexity. In this way, we chose as main focus to analyze the contributions and the possible limitations of the cartographic representation in the construction of the child's socio-spatial reasoning since the early years, in order to develop cognitive skills that contribute to the construction of the geographical concept of place. Specifically, the objectives are: to identify the didactic-methodological processes for the study of the cartographic representation as language that allows the child to unveil and understand the reality of the world; to understand the relevance of Geography teaching in the initial years as an instrument for the appropriation of skills and abilities for reading, representation and intervention in geographic space; to establish socio-spatial relationships representation cartographic drawings for the reading, interpretation and synthesis of the spatial interrelations that make up the geographic space. This study was characterized by the case study, in the research-action modality, with qualitative approaches based on the reading of the living space. As an educational product, we present a proposal of a didactic sequence for the mediated construction of the concept of place.