A cartografia na sala de aula: os desafios encontrados pelo professor de geografia no processo de ensino-aprendizagem.

Abstract

The mapping can be understood as a form of communication, which through the use of signs translates as a universal language that has always been present in diverse societies, in time and space. It allows the seizure of real space, from generated representations, a fact that emphasizes and strengthens the teaching-learning process of the content covered in Geography. Thus, it is necessary to reflect on the use of mapping tools as helpers in the study of the geographic space. In this context, the research aims to verify the importance of the School Cartography in the teaching-learning process in Geography Secondary School, investigating the existing challenges between cartography, education and geography in the development of geographic knowledge. Therefore, the methodological procedures adopted in the development of work were based on the bibliographical study on the theme, as well as the analysis of the National Curriculum Standards and methodological proposals for the application of cartography in the classroom. Later questionnaires were applied to students and teachers in two public schools in João Pessoa – PB to identify the knowledge and perceptions existing about Cartography, its importance, existing difficulties and aspirations. Through analyzes concluded is a lack of proper teaching resources to work with students, as well as a deficiency of absorption of knowledge from the Cartography. The scarcity of these materials for the work in the classroom prevents direct contact of the student with the different forms of spatial representation.