O significado da leitura do espaço por intermédio de proposta de letramento cartográfico nos anos iniciais

Abstract

The presented text comprises a Geography teaching proposal based on cartographic literacy in the initial years considering the living space, the municipality, as a reference for mapsreading. In order to understand the student and itscapacity to build skills and abilities in reading the space, this research marks its theoretical contributions in Piaget. We thoughtof an active student subject in modes of acting and thinking, not manipulating objects, but reflecting that knowledge can be built through the exchange of know-how, either, student and teacher, student with student or student with space. In this sense, we design the general objective of this research, understanding the need of cartographic literacy in the initial years in view of our studentssubjectsbeing able to read a map while synthesis of space/place based on these teachings. Specifically (a) recognize the importance of teaching and learning of literacy cartographic notions through experience and living with public school students from the municipalities of Porto Alegre and Agudo, (b) establish relations between Cartography teaching and genetic epistemology of Jean Piaget to understand how to teach cartography in the initial years, (c) propose practical methodologies to assist in cartographic literacy startingwith spatial reading of the municipality through pedagogical workshops and also (d) evaluate the knowledge built by our subjects students during these practicesbased on the approach technique of participatory research. By setting these objectives, the research laboratory was situated in two public schools of two municipalities with territorydistance of 246 km, Agudo (RS) and Porto Alegre (RS). The following questions werediscussed: taking into considerationthat the lived space of students provides a more meaningful learning, since the representations are endowed of significance of the world we experience? Even the subjects not disposing of the same subjective time (insertion or not of information technology and manipulation of distinct information objects) although they experience the same chronological time, have they distinct spatial readings? Do the diversity of elements and the complexity of the studied space interfere in the way of realizing it and so understanding it, since spatial representations will be worked with 4th grade children of elementary school in two municipalities, Agudo and Porto Alegre? In the development of workshops observe the literacy process in Which school mapping was beyond the color decoding and symbols , enabling the revealing reading stories , subjects and movements . The methodological approach of participatory research used was fundamental to apprehend the subjectivity of the subjects involved . Students showed marked differences in the reading room . This fact is related the experiences of each one , to prove , among other things , of their lived space