A percepção e a representação social da cartografia no ensino/aprendizagem de geografia na rede estadual de Três Lagoas/MS

Abstract

Cartography becomes indispensable in reading and understanding space, in which its teaching practice is established in the spatialization and meaning of geographic contents. However, cartographic practice in geography teaching can be conceived as a specific content of the curricular component concentrated in some stages, or a language that goes through the entire teaching and learning process, with these possibilities being determined by the perceptions and representations embodied in the actions of students. main subjects of this process. In this sense, the present work aims to understand the perception and representation of cartography conceived by teachers and students from the state education network of Mato Grosso do Sul, in the city of Três Lagoas, identifying the pedagogical practices regarding the teaching of cartography and its function , based on “on-site” observations, application of questionnaires and the construction of mental maps, analyzed through TRS – Theory of Social Representations, using the Kozel methodology, enabling the understanding of cartographic perceptions and their social representation in geography teaching . Finally, the analysis of the collected data made it possible to verify and reflect on the cartographic practices of teachers and students, in which the representation of cartography teaching becomes restricted, causing its rupture in the teaching and learning process and corroborating a geography teaching decontextualized from lived space.