Cartografia Escolar na Educação Infantil e nos anos iniciais do Ensino Fundamental: o que dizem as pesquisas
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Data
2019-12-18
Autores
Corneto, Nathalia [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa foi desenvolvida no âmbito do curso de Mestrado em Educação da Faculdade de Ciências e Tecnologia da “Universidade Estadual Paulista Júlio de Mesquita Filho” - FCT/ UNESP campus de Presidente Prudente – SP e está vinculada à linha de pesquisa denominada “Processos Formativos: Infância e Juventude”. O objetivo geral consistiu em identificar e avaliar o que as pesquisas acadêmicas propõem em relação à Cartografia Escolar na Educação Infantil e anos iniciais do Ensino Fundamental (ciclo I). Os objetivos específicos foram: evidenciar a relevância da Cartografia para o raciocínio geográfico e a leitura de mundo; discutir sobre o ensino de Cartografia para crianças da Educação Infantil e dos anos iniciais do Ensino Fundamental - ciclo I; compreender o processo de construção das noções de espaço pela criança e o trabalho intencional do professor em relação à Alfabetização Cartográfica; refletir sobre os estudos que tratam da construção do raciocínio espacial, a partir das vivências das crianças e da cartografia autoral. O estudo de abordagem qualitativa, caracterizou-se pela pesquisa bibliográfica em uma aproximação com o “Estado da Arte”. O levantamento bibliográfico foi realizado na Revista Brasileira de Educação em Geografia – EduGeo e na base de dados textuais “Biblioteca Brasileira de Teses e Dissertações – BDTD” tendo como critério de busca as palavras-chave: Alfabetização Cartográfica, Cartografia Escolar e Raciocínio Espacial e no evento “Colóquio de Cartografia para Crianças e Escolares” edição de 2013. A partir da seleção e análise dos artigos, dissertações e teses, pudemos concluir que as pesquisas que envolvem Cartografia Escolar e Alfabetização Cartográfica na Educação Infantil e nos anos iniciais do Ensino Fundamental aumentaram consideravelmente nos últimos dez anos, porém ainda estão mais preocupadas em relatar a confecção de algum material didático ou representação cartográfica ou ainda em analisar a formação docente e pouco há publicado em relação à Educação Infantil e ao Ensino Fundamental I, destacando a importância de se considerar a inserção da Cartografia desde o início da escolarização.
This research was developed within the scope of the Master of Education course at the Faculty of Science and Technology of the “Universidade Estadual Paulista - Júlio de Mesquita Filho - FCT / UNESP Presidente Prudente – SP” and is linked to the research line named "Formative Processes: Childhood and Youth". The general objective was to identify and evaluate what academic research proposes in relation to the School Cartography in Early Childhood Education and early years of Elementary School (cycle I). The specific objectives were: highlight the relevance of Cartography for geographical reasoning and world reading; discuss the teaching of Cartography for kindergarten children and children in the first years of elementary school (cycle I); understand the process of constructing the child’s notions of space and the intentional work of the teacher in relation to Cartographic Literacy; reflect on the studies that deal with the constructing of spatial reasoning from the children's own experiences and from the author's cartography. The study with qualitative approach was characterized by bibliographic research in an approximation with the “State of Art”. The bibliographic survey was conducted in the Brazilian Journal of Education in Geography - EduGeo and in the textual database “Brazilian Library of Theses and Dissertations - BDTD”. The search criteria were: Cartographic Literacy, School Cartography and Spatial Reasoning, and the event “Cartography Colloquium for Children and Scholars” 2013 edition. From the selection and analysis of articles, dissertations and theses, we concluded that researches involving School Cartography and Cartographic Literacy in Early Childhood Education and in the early years of Elementary School increased considerably in the last ten years, however they are still more concerned to report the making of some didactic material, Cartographic representation or analyzing the teacher’s education and little has been published in relation to Kindergarten and Elementary School, highlighting the importance of considering the insertion of Cartography since the beginning of schooling.
This research was developed within the scope of the Master of Education course at the Faculty of Science and Technology of the “Universidade Estadual Paulista - Júlio de Mesquita Filho - FCT / UNESP Presidente Prudente – SP” and is linked to the research line named "Formative Processes: Childhood and Youth". The general objective was to identify and evaluate what academic research proposes in relation to the School Cartography in Early Childhood Education and early years of Elementary School (cycle I). The specific objectives were: highlight the relevance of Cartography for geographical reasoning and world reading; discuss the teaching of Cartography for kindergarten children and children in the first years of elementary school (cycle I); understand the process of constructing the child’s notions of space and the intentional work of the teacher in relation to Cartographic Literacy; reflect on the studies that deal with the constructing of spatial reasoning from the children's own experiences and from the author's cartography. The study with qualitative approach was characterized by bibliographic research in an approximation with the “State of Art”. The bibliographic survey was conducted in the Brazilian Journal of Education in Geography - EduGeo and in the textual database “Brazilian Library of Theses and Dissertations - BDTD”. The search criteria were: Cartographic Literacy, School Cartography and Spatial Reasoning, and the event “Cartography Colloquium for Children and Scholars” 2013 edition. From the selection and analysis of articles, dissertations and theses, we concluded that researches involving School Cartography and Cartographic Literacy in Early Childhood Education and in the early years of Elementary School increased considerably in the last ten years, however they are still more concerned to report the making of some didactic material, Cartographic representation or analyzing the teacher’s education and little has been published in relation to Kindergarten and Elementary School, highlighting the importance of considering the insertion of Cartography since the beginning of schooling.
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Palavras-chave
Cartografia escolar, Alfabetização cartográfica, Raciocínio espacial, School cartography, Cartographic literacy, Spatial reasoning