Ensino de cartografia: um aproposta pedagógica de alfabetização cartográfica para o 6º ano do ensino fundamental

Abstract

The present work aimed to analyze how Cartographic Alpha is approached in the teaching of Geography in elementary school, at the same time it aimed to identify the difficulties faced by teachers regarding the teaching of Cartography. In this way, the research was carried out with the only class of the 6th year of elementary school at Escola Municipal Imaculada Conceição, in rural São José da Tapera, AL. However, for the development of the work, a theoretical and conceptual review was carried out on Geography, Cartography, School Cartography and Cartographic Literacy, as well as verifying and raising in the classroom how cartographic literacy occurs in the teaching of Geography. This research is based on a quantitative and qualitative approach, the methods used for data collection were informal conversations with teachers, bibliographic research and application of questionnaires to teachers and students, so that through data analysis it was possible to verify the need for cartographic literacy for both students and teachers, aiming to improve teaching and learning. Finally, with the work completed and the questionnaires applied, it was possible to affirm that the students have difficulty in understanding and identifying basic information contained in the maps and the teachers, on the other hand, do not have a basic mastery of Cartography teaching. Thus, cartographic literacy is of paramount importance, as well as training on Cartography for teachers.