Cartografia escolar na relação com o pensamento espacial nos anos iniciais da educação básica

Abstract

This research is part of Postgraduate studies program Stricto Sensu –Masters in Education in Universidade Estadual do Oeste do Paraná (UNIOESTE), Campus, Francisco Beltrão, in the cultural line, Educational processes, teachers formation and in Research Group Representation, Spaces, Times and Languages in the educational experiences (RETLEE), with the purpose of investigate the interrelations of educational process, through Scholastic cartography, focused on first years of education children, including the theoretical-practical dimension, sociopolitical and pedagogic, related to geography teaching, witch investigative object is concentrated in basic knowledge of localization and orientation focused on the geographic spatial thought. The purpose occurs of a clearly problem of working the geography noun, over-outputs during the internship practice supervised in the degree in geography. The problem is reflected on the students at the firsts year education, by the difficulty to understand the basic cartography concepts, as an example, the spatial localization. Mainly in what this knowledge interferes in the elaboration of geographic thought. The main objective, in this research, consists in analyze how the students in the initial years understand the basic concepts of Geography and, if the contextualization of localization and spatial orientation permeate the day-a-day. Themethodological processes with characterize this prospect of a case study, which instruments exploratory diagnoses have focused on observations, questionnaires and pedagogic activities. The theoretical base is backed up in Vigitski (1998, 2006) and Leontiev (2010), which we found to explain the intellectual development of the child, from the human activity and the construction of spatial geographic thought. Francischett (2012) e Libâneo (1998) in the comprehension in formation of teacher for the initial years. Cavalcanti (2010), Francischett (2012) and Ludwig (2017) who underlie the Geography teaching, in special the scholar cartographic activities. The analysis aim to the factors who contribute to the obstacles found in teaching, which permeate through by the Base Nacional Comum Curricular (BNCC). For that, we start of the presupposition that the teaching resources contribute on the professor performance and enable significant results for the development of the child and, also impact in the teaching and learning process, interfering in the social situation of development and in the professor intervention, what is essential to promote the exponentiation the child development. In the beginning of the investigation, the student answered a questionnaire with the objective of verifying the knowledge level at they were. In other phase was developed a practical activity of spacial localization and orientation, with the students, accompanied by their responsible, in a face-to-face way, outdoor, in the municipal park of Francisco Beltrão/PR. In the end, another questionnaire was solicited for the students and responsible answer, with the purpose to verify if the activity could advance the learning of the elements showed about the thematic.The obtained results allow an articulation of the cartographic contents to the methodological procedures mediated in the classroom by the teacher, especially in the students of the 4th and 5th years.