Cartografia escolar, inteligências múltiplas e neurociências no ensino fundamental: a mediação (geo)tecnológica e multimodal no ensino de geografia
Ano de defesa: | 2022 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Ciências Naturais e Exatas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Geografia
|
Departamento: |
Geografia
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/24075 |
Resumo: | The relationship between School Cartography, Multiple Intelligences, Multimodality and Neurosciences is very relevant to the current context, as it helps to understand how the learning process occurs and how to think about different activities highlighting cartographic and central concepts for the teaching of Geography. Based on these premises, this work aims to study the contribution of the Theory of Multiple Intelligences and Neurosciences from the use of (Geo)Technologies and multimodal resources in the construction of geographic and cartographic knowledges in Elementary School. The theoretical foundation is organized into three chapters, covering the historical development of Cartography, Thematic Cartography, curricular guidelines, active methodologies and Multimodality, besides the historical conception of intelligences and the Theory of Multiple Intelligences. The research method is the inductive one with a quali-quantitative approach, considering the discussion of subjective elements regarding learning, as well as the quantification of the data collected to support the discussion. A didactic sequence was carried out in classes 71 and 72 of the Vicente Farencena Municipal Elementary School, located in Santa Maria, Rio Grande do Sul, using questionnaires to assess the students' preliminary knowledge, another one after the workshop to analyze the learning of the participants. Two months after the end of the activities, the students answered the third questionnaire with the aim of understanding the consolidation of memory about the themes addressed. In addition, participants were asked to answer some questionnaires about their daily activities, carried out during the night shift of the day when some activity in the didactic sequence took place, and also about the use of electronic devices before bed and the duration of sleep. The activities started with the pedagogical workshop, which presented fundamental theoretical concepts for mapping practices. This activity was carried out synchronously in class 71, on Google Meet, while in class 72, the “Remote Flipped Classroom” was implemented, with videos on contextualized themes. Afterwards, manual and digital maps on land use and occupation and sociodemographic variables of Santa Maria were made, as well as an activity highlighting the principles of mapping with a compass. The didactic sequence demonstrated that the students assimilated the worked concepts, with outliers, however, which were analyzed in the light of the students' daily activities. This allowed us to identify possible patterns that collaborate or not with learning. However, as they are individuals endowed with subjectivity, there may be variations in the data collected. Furthermore, the concept of Multi(Geo)Modal School Cartography was proposed, which synthesizes the observations of the workshop's methodological proposal, involving the intersection of School Cartography, Multiple Intelligences, Multimodality and Neurosciences, and dealing with the central concept of this Thesis. |
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2022-04-18T15:52:31Z2022-04-18T15:52:31Z2022-01-24http://repositorio.ufsm.br/handle/1/24075The relationship between School Cartography, Multiple Intelligences, Multimodality and Neurosciences is very relevant to the current context, as it helps to understand how the learning process occurs and how to think about different activities highlighting cartographic and central concepts for the teaching of Geography. Based on these premises, this work aims to study the contribution of the Theory of Multiple Intelligences and Neurosciences from the use of (Geo)Technologies and multimodal resources in the construction of geographic and cartographic knowledges in Elementary School. The theoretical foundation is organized into three chapters, covering the historical development of Cartography, Thematic Cartography, curricular guidelines, active methodologies and Multimodality, besides the historical conception of intelligences and the Theory of Multiple Intelligences. The research method is the inductive one with a quali-quantitative approach, considering the discussion of subjective elements regarding learning, as well as the quantification of the data collected to support the discussion. A didactic sequence was carried out in classes 71 and 72 of the Vicente Farencena Municipal Elementary School, located in Santa Maria, Rio Grande do Sul, using questionnaires to assess the students' preliminary knowledge, another one after the workshop to analyze the learning of the participants. Two months after the end of the activities, the students answered the third questionnaire with the aim of understanding the consolidation of memory about the themes addressed. In addition, participants were asked to answer some questionnaires about their daily activities, carried out during the night shift of the day when some activity in the didactic sequence took place, and also about the use of electronic devices before bed and the duration of sleep. The activities started with the pedagogical workshop, which presented fundamental theoretical concepts for mapping practices. This activity was carried out synchronously in class 71, on Google Meet, while in class 72, the “Remote Flipped Classroom” was implemented, with videos on contextualized themes. Afterwards, manual and digital maps on land use and occupation and sociodemographic variables of Santa Maria were made, as well as an activity highlighting the principles of mapping with a compass. The didactic sequence demonstrated that the students assimilated the worked concepts, with outliers, however, which were analyzed in the light of the students' daily activities. This allowed us to identify possible patterns that collaborate or not with learning. However, as they are individuals endowed with subjectivity, there may be variations in the data collected. Furthermore, the concept of Multi(Geo)Modal School Cartography was proposed, which synthesizes the observations of the workshop's methodological proposal, involving the intersection of School Cartography, Multiple Intelligences, Multimodality and Neurosciences, and dealing with the central concept of this Thesis.A relação entre Cartografia Escolar, Inteligências Múltiplas, Multimodalidade e Neurociências se mostra muito relevante ao contexto atual, pois auxilia na compreensão de como o processo de aprendizagem ocorre e como pensar atividades diversas destacando conceitos cartográficos e centrais para o ensino de Geografia. Partindo dessas premissas, esse trabalho tem como objetivo geral estudar a contribuição da Teoria das Inteligências Múltiplas e da Neurociências a partir do uso de (Geo)Tecnologias e recursos multimodais na construção de conhecimentos geográficos e cartográficos no Ensino Fundamental. A fundamentação teórica está organizada em três capítulos, abordando o desenvolvimento histórico da Cartografia, a Cartografia Temática, orientações curriculares, metodologias ativas e Multimodalidade, além da concepção histórica sobre inteligências e a Teoria das Inteligências Múltiplas. O método de pesquisa é o indutivo com abordagem quali-quantitativa, tendo em vista a discussão de elementos subjetivos frente a aprendizagem, assim como a quantificação dos dados levantados para embasar a discussão. Realizou-se uma sequência didática nas turmas 71 e 72 da Escola Municipal de Ensino Fundamental Vicente Farencena, localizada em Santa Maria, Rio Grande do Sul, contando com aplicações de questionários para avaliar o conhecimento preliminar dos estudantes, outro posterior à oficina para analisar a aprendizagem dos participantes. Dois meses após o término das atividades, os discentes responderam ao terceiro questionário com o objetivo de compreender a consolidação da memória acerca das temáticas abordadas. Além disso, solicitou-se aos participantes para responderem alguns questionários sobre suas atividades do cotidiano, realizadas no turno da noite do dia que ocorreu alguma atividade da sequência didática e, também, sobre o uso de dispositivos eletrônicos antes de dormir e a duração do sono. As atividades foram iniciadas com a oficina pedagógica, que apresentou conceitos teóricos fundamentais para as práticas de mapeamento. Essa atividade foi realizada de maneira síncrona na turma 71, no Google Meet, enquanto que, na turma 72, implantou-se a “Sala de Aula Invertida Remota” com a disponibilização de vídeos sobre as temáticas contextualizadas. Após, ocorreu a confecção de mapas sobre uso e ocupação da terra e de variáveis sociodemográficas de Santa Maria, manuais e digitais, e de uma atividade ressaltando os princípios do mapeamento com bússola. A sequência didática demonstrou que os estudantes assimilaram os conceitos trabalhados, havendo, porém, outliers, que foram analisados a luz das atividades cotidianas dos estudantes. Isso permitiu identificar possíveis padrões que colaboram ou não com a aprendizagem. Contudo, por se tratar de indivíduos dotados de subjetividade, podem ocorrer variações nos dados levantados. Ademais, propôs-se o conceito de Cartografia Escolar Multi(Geo)Modal que sintetiza as observações da proposta metodológica da oficina, envolvendo a intersecção Cartografia Escolar, Inteligências Múltiplas, Multimodalidade e Neurociências, e tratando-se do conceito central dessa Tese.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em GeografiaUFSMBrasilGeografiaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino remoto emergencialAlfabetização e letramento cartográficoMapeamento analógico e digitalCartografia escolar multi(geo)modalEmergency remote learningLiteracy and cartographic literacyAnalog and digital mappingMulti(geo)modal school cartographyCNPQ::CIENCIAS HUMANAS::GEOGRAFIACartografia escolar, inteligências múltiplas e neurociências no ensino fundamental: a mediação (geo)tecnológica e multimodal no ensino de geografiaSchool cartography, multiple intelligences and neurosciences in elementary school: (geo)technological and multimodal mediation in teaching geographyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCassol, Robertohttp://lattes.cnpq.br/0745996287597257Becker, Elsbeth Léia SpodePetsch, CarinaBarin, Claudia SmaniottoRichter, DenisRibeiro, Eduardo Augusto Werneckhttp://lattes.cnpq.br/7984743057289548Rizzatti, Maurício70060000000760060060060060060060060056a26fb5-3c59-4892-91bf-d75d6d4636473340e55e-63a4-45c6-af44-967272a59c0fb4331684-1c37-4d8c-9ab8-759252287d34e2c3e1f1-6792-4eb9-9e49-367df3d36b15c1d68221-8410-4041-bf0c-de8932dd3dc044029ad0-5c71-4d90-822e-519fc609aba33be3488c-f47d-47c1-b0b2-db25a8402d3dreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; charset=utf-816http://repositorio.ufsm.br/bitstream/1/24075/3/license.txtf8fcb28efb1c8cf0dc096bec902bf4c4MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/24075/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52ORIGINALTES_PPGGEOGRAFIA_2022_RIZZATTI_MAURÍCIO.pdfTES_PPGGEOGRAFIA_2022_RIZZATTI_MAURÍCIO.pdfTese de doutoradoapplication/pdf32818099http://repositorio.ufsm.br/bitstream/1/24075/1/TES_PPGGEOGRAFIA_2022_RIZZATTI_MAUR%c3%8dCIO.pdff3e0df803ed9e27578757324aad49139MD511/240752022-04-28 09:42:50.522oai:repositorio.ufsm.br:1/24075Q3JlYXRpdmUgQ29tbW9ucw==Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-04-28T12:42:50Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Cartografia escolar, inteligências múltiplas e neurociências no ensino fundamental: a mediação (geo)tecnológica e multimodal no ensino de geografia |
dc.title.alternative.eng.fl_str_mv |
School cartography, multiple intelligences and neurosciences in elementary school: (geo)technological and multimodal mediation in teaching geography |
title |
Cartografia escolar, inteligências múltiplas e neurociências no ensino fundamental: a mediação (geo)tecnológica e multimodal no ensino de geografia |
spellingShingle |
Cartografia escolar, inteligências múltiplas e neurociências no ensino fundamental: a mediação (geo)tecnológica e multimodal no ensino de geografia Rizzatti, Maurício Ensino remoto emergencial Alfabetização e letramento cartográfico Mapeamento analógico e digital Cartografia escolar multi(geo)modal Emergency remote learning Literacy and cartographic literacy Analog and digital mapping Multi(geo)modal school cartography CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
title_short |
Cartografia escolar, inteligências múltiplas e neurociências no ensino fundamental: a mediação (geo)tecnológica e multimodal no ensino de geografia |
title_full |
Cartografia escolar, inteligências múltiplas e neurociências no ensino fundamental: a mediação (geo)tecnológica e multimodal no ensino de geografia |
title_fullStr |
Cartografia escolar, inteligências múltiplas e neurociências no ensino fundamental: a mediação (geo)tecnológica e multimodal no ensino de geografia |
title_full_unstemmed |
Cartografia escolar, inteligências múltiplas e neurociências no ensino fundamental: a mediação (geo)tecnológica e multimodal no ensino de geografia |
title_sort |
Cartografia escolar, inteligências múltiplas e neurociências no ensino fundamental: a mediação (geo)tecnológica e multimodal no ensino de geografia |
author |
Rizzatti, Maurício |
author_facet |
Rizzatti, Maurício |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cassol, Roberto |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0745996287597257 |
dc.contributor.advisor-co1.fl_str_mv |
Becker, Elsbeth Léia Spode |
dc.contributor.referee1.fl_str_mv |
Petsch, Carina |
dc.contributor.referee2.fl_str_mv |
Barin, Claudia Smaniotto |
dc.contributor.referee3.fl_str_mv |
Richter, Denis |
dc.contributor.referee4.fl_str_mv |
Ribeiro, Eduardo Augusto Werneck |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7984743057289548 |
dc.contributor.author.fl_str_mv |
Rizzatti, Maurício |
contributor_str_mv |
Cassol, Roberto Becker, Elsbeth Léia Spode Petsch, Carina Barin, Claudia Smaniotto Richter, Denis Ribeiro, Eduardo Augusto Werneck |
dc.subject.por.fl_str_mv |
Ensino remoto emergencial Alfabetização e letramento cartográfico Mapeamento analógico e digital Cartografia escolar multi(geo)modal |
topic |
Ensino remoto emergencial Alfabetização e letramento cartográfico Mapeamento analógico e digital Cartografia escolar multi(geo)modal Emergency remote learning Literacy and cartographic literacy Analog and digital mapping Multi(geo)modal school cartography CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
dc.subject.eng.fl_str_mv |
Emergency remote learning Literacy and cartographic literacy Analog and digital mapping Multi(geo)modal school cartography |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
description |
The relationship between School Cartography, Multiple Intelligences, Multimodality and Neurosciences is very relevant to the current context, as it helps to understand how the learning process occurs and how to think about different activities highlighting cartographic and central concepts for the teaching of Geography. Based on these premises, this work aims to study the contribution of the Theory of Multiple Intelligences and Neurosciences from the use of (Geo)Technologies and multimodal resources in the construction of geographic and cartographic knowledges in Elementary School. The theoretical foundation is organized into three chapters, covering the historical development of Cartography, Thematic Cartography, curricular guidelines, active methodologies and Multimodality, besides the historical conception of intelligences and the Theory of Multiple Intelligences. The research method is the inductive one with a quali-quantitative approach, considering the discussion of subjective elements regarding learning, as well as the quantification of the data collected to support the discussion. A didactic sequence was carried out in classes 71 and 72 of the Vicente Farencena Municipal Elementary School, located in Santa Maria, Rio Grande do Sul, using questionnaires to assess the students' preliminary knowledge, another one after the workshop to analyze the learning of the participants. Two months after the end of the activities, the students answered the third questionnaire with the aim of understanding the consolidation of memory about the themes addressed. In addition, participants were asked to answer some questionnaires about their daily activities, carried out during the night shift of the day when some activity in the didactic sequence took place, and also about the use of electronic devices before bed and the duration of sleep. The activities started with the pedagogical workshop, which presented fundamental theoretical concepts for mapping practices. This activity was carried out synchronously in class 71, on Google Meet, while in class 72, the “Remote Flipped Classroom” was implemented, with videos on contextualized themes. Afterwards, manual and digital maps on land use and occupation and sociodemographic variables of Santa Maria were made, as well as an activity highlighting the principles of mapping with a compass. The didactic sequence demonstrated that the students assimilated the worked concepts, with outliers, however, which were analyzed in the light of the students' daily activities. This allowed us to identify possible patterns that collaborate or not with learning. However, as they are individuals endowed with subjectivity, there may be variations in the data collected. Furthermore, the concept of Multi(Geo)Modal School Cartography was proposed, which synthesizes the observations of the workshop's methodological proposal, involving the intersection of School Cartography, Multiple Intelligences, Multimodality and Neurosciences, and dealing with the central concept of this Thesis. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-04-18T15:52:31Z |
dc.date.available.fl_str_mv |
2022-04-18T15:52:31Z |
dc.date.issued.fl_str_mv |
2022-01-24 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/24075 |
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http://repositorio.ufsm.br/handle/1/24075 |
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por |
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por |
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700600000007 |
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openAccess |
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Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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Programa de Pós-Graduação em Geografia |
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UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Geografia |
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Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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