Orientação e localização como ampliação da percepção espacial: experiência de regência no PRP-subprojeto geografia

Abstract

The notions and techniques of orientation and location are constantly present in our daily lives, whether in everyday movements or in geographical analyses. Providing means for students to achieve cartographic literacy and thereby develop geographical reasoning, essential for autonomy and knowledge of the geographical space, were the objectives delimited during the planning of the thematic lesson of the mentioned work. This study highlights the experiences lived in remote classes in the Geography discipline on the theme of Orientation and Location with 1st-year High School students at the Federal Institute of Alagoas (IFAL), Maceió campus (AL), within the scope of the Pedagogical Residency Program (PRP), of the Coordination for the Improvement of Higher Education Personnel (CAPES), within the 2020-2022 cycle, in partnership with the Federal University of Alagoas (UFAL). Amidst the context of social isolation brought about by the Covid-19 pandemic, pedagogical residents, alongside the supervising teacher, had to confront urgent challenges. Present the experiences lived in the program, the importance of pedagogical meetings for planning and ongoing training of the resident, with the objectives of achieving the expansion of spatial perception and autonomy based on the construction of the orientation and location didactic sequence, approaching the teaching of cartography in a playful way are part of the methodology of this work. It appears from this effort that students have become aware of the importance and manif estation of geographic knowledge in everyday actions. The theoretical foundation of this work was based on theorists such as: Martinelli (1999), Passini (1999), Almeida (1999), Katuta (2000), among others, who discuss the theme in question.