Percurso teórico-metodológico do mapa mental no ensino de geografia: estudo de caso em escolas do ensino fundamental do estado da Paraíba

Abstract

Cartographic practices in geographic education vary beyond the solely geometric dimension of the map, as this is no longer capable of arousing students' interest in cartographic knowledge. In this process, understanding that there are other cartography is an important step towards re-signifying the function of maps at school. It is based on this problem that we seek to investigate whether the use of the methodology of mental maps integrated into geographic education will enable the construction and materialization of geographic calculation and the reframing of the teaching-learning process of school cartography. Based on the qualitative approach, this research refers to a case study with the objective of analyzing the representations of vivid space through the use of the mental map in a way related to a digital mapping tool (Google Maps), developed in school classes. 9th year, at the Escola Estadual de E.F. de Aplicação, Campina Grande-PB and at the Escola Municipal de E.F. Dom Manuel Palmeira da Rocha, Esperança-PB. The integration of the mind map with the functionalities of Google Maps made us advance in knowledge and prove its relevance for encouraging geographic calculations in the classroom. Based on the results that mental maps can be understood not only as a means to provide cartographic literacy, but as a methodology that helps students to construct a geographic calculation and teachers to understand and analyze the process of learning cartographic notions.