Alfabetização cartográfica nos anos iniciais: práticas, desafios e avanços na construção do pensamento espacial infantil

Abstract

This study analyzes the cartographic literacy process in the early years of elementary school, focusing on the development of children's spatial thinking. The research, which uses a qualitative approach, was developed during the Supervised Internship IV at an educational institution linked to the Transformar Project, in Delmiro Gouveia - AL. Didactic workshops were held in which students represented, through drawings, the route between their homes and the location of the activities. The methodology sought to integrate theory and practice, respecting the cognitive development of children and using playful and experiential resources. The results demonstrated a progression in the students' spatial representations, evidenced by the transition from iconic drawings to more abstract and symbolic forms, including concepts such as depth, intuitive scale and the use of captions. It is concluded that pedagogical practices based on school cartography, combined with reflective teacher mediation and the recognition of students' prior knowledge, enhance the development of spatial skills and contribute to the formation of critical and autonomous individuals.