O uso do Google Earth e do Google Maps como recursos pedagógicos no ensino de geografia

Abstract

The phenomenon of technologies is highly present in society's daily life, especially after the COVID 19 outbreak. It is a period that Brazil faces more than 700 thousand deaths. Technology and Geography are themes that has permeated our discussions with the research group of “Representações, Espaço, Tempo e Linguagem em Experiências Educativas” (RETLEE), from Universidade Estadual do Oeste do Paraná (UNIOESTE), since 2019. This study aims to analyze the possibilities and the limitations in the technological pedagogical resources use, specifically Google Earth and Google Maps, to develop a scientific concept in Geography, related to spatial orientation, localization, and geographic scale. This qualitative research is characterized as a case study carried by 19 second grade academics of Geography degree from this University. Occurred through the pedagogical activities analysis, performed with students by collecting data through questionnaire, before and after investigative activities by using digital maps and manual graphic draft. The Theoretical foundation was organized from the dialog with the authors, references like Kenski (2012) and Di Maio e Setzer (2005, 2011) to comprehend the historical technologic path and the influence of informatic on geographic education. About the consequences of Coronavirus in formal presential education through Base Nacional Comum Curricular (Brazil, 2018) and to understand the relationship between the technology and the education in official documents. With Anderson (2082) and Martinelli (2016) to elucidate the historical trajectory of cartography and cartography communication. In master's and doctorate degree’s research from Fonseca (2010) and Passos (2017) who investigated the educational use of Google Earth and Google Maps for Geography teaching. It is based on the perspective of the Historical-Cultural Theory of Vigotsky (2001) and the Activity Theory from Leontiev (1978a) to clarify the development of human learning, based on the mediatic rule of maps, teachers, and technologies for the development of geographic thinking. It was handled three investigative activities with students which were a) a draft production of the trajectory from house to UNIOESTE. b) the digital map creation of the trajectory from home to UNIOESTE e, c) the elaboration of numeric graphic and numeric scale in maps provided by Google Earth. In summary, the research aims at the essentiality of the cartographic language for Geography teaching. The students demonstrated weaknesses related to cartography communication. However, the mediatic and interactive rule of Google Earth and Google Maps has demonstrated itself as methodologically potential and collaborative for language development and learning of Geography graphics signs and enlightening for understanding maps.