A importância das atividades lúdicas como apoio ao desenvolvimento de uma mentalidade cartográfica para o ensino fundamental

Abstract

Among the contents of the discipline of Geography, we highlight the cartography that mainly concerned with the study of maps. The maps, in turn, are present in people's daily lives from research use to any of your daily tasks. For the interpretation of a map it is necessary to have a basic notion of cartographic language which must be essentially taught in elementary school. However, in many cases there are students and / or teachers who find it difficult to work with this theme. In order to mitigate or remedy such obstacles the present work has as general objective demonstrate the importance of the use of recreational activities to support the teaching of cartography in elementary school. For this, this work was supported by literature review, based on authors such as Vigotsky (1989) and Piaget (1975) being made a literary discussion highlighting the main difficulties in the teaching-learning process, such as the teacher and the students they see in this environment and how the playful can contribute to soften or remedy such conflicts. Further, based on the National Curriculum Parameters - PCNs (1997) and authors such as Carvalho (2008) bring concepts and curricular approaches of Cartography, focusing it in the geography classes of the elementary School. Subsequently, an experience of a workshop is reported. Supervised Internship II of the Geography course of the Federal University of Alagoas, Delmiro Gouveia campus. Such activity was to see what the possibilities are and how students in a 7th grade class elementary school students would respond to a playful activity involving the spatial representation of your daily commutes (home-school) through maps mental. As a result, student engagement and active participation were noticeable, as well as the receptivity to the execution of the workshop. So they were 22 mental maps were elaborated, from which the five most different possible from each other. Style was the main similarity between maps However, it was seen that some maps had very different characteristics, for example, from map 1 that presented the largest In contrast to the diversity of characteristics, in Map 5, the absence of most of the characters cited in map 1.At the same time, maps 2 and 3 are stand out for their shape and size, when in their construction it is seen that the students used a horizontal form to express themselves; already map 4, despite the absence of other cartographic symbols, what drew attention was the notion of scale. Thus, it was noticed that most students still presented difficulties regarding cartographic language, thus demonstrating the need to deepen such contents and to use other playful activities that allow a greater assimilation, relating the content to something practical, thus trying to demonstrate real functionality for such content.