O uso da metodologia de modelagem participativa 3D no ensino de geografia: mapeamento de áreas sujeitas a alagamentos e inundações na bacia hidrográfica do rio Vacacaí-mirim, Santa Maria/RS

Abstract

Cartography is essential to the understanding of geographic space. Thus, it is important to seek ways to integrate the teaching of Geography with Cartography. In view of this, there are possibilities in Social Cartography to map, study, and learn about risk contexts. Based on this, this work aims to identify and map areas subject to floods and flooding by applying workshops with students from the Escola Municipal de Ensino Fundamental Lourenço Dalla Corte and Escola Estadual de Ensino Fundamental Professora Celina de Moraes using P3DM and present the possibilities of the methodology for teaching Geography in the context of the Vacacaí-mirim river watershed. The P3DM requires a detailed organization in each step, from the preparatory work with awareness-raising on the theme of flooding and flooding; assembly of the model; preparation of the map legend; representation of information held by students; digitization and handling of data in QGIS; verification with students and validation in the field. When analyzing the students' previous knowledge about the theme of this work, they showed to have more understanding about the theme of flooding, since it is a process that happens more frequently in everyday life. Regarding the Cartographic Literacy process, the students demonstrated difficulties with the concept of scale and contour lines, since they were afraid to transpose the two-dimensional map to the scale model. As for the points mapped, in E.M.E.F. Lourenço Dalla Corte a total of 56 points of flooding and 14 of flooding were mapped, and in E.E.E.F. Professora Celina de Moraes there were a total of 73 points of flooding and 17 of flooding. The points at E.M.E.F. Lourenço Dalla Corte were more spread throughout the space, since the students come from the urban and rural portions of Santa Maria, while at E.E.E.F. Professora Celina de Moraes the points are more concentrated in the surroundings of the school. In general, the points of flooding were concentrated along the train tracks and those of inundation in the main channel of the Vacacaí-mirim River. The fieldwork was an important step in validating the points, especially for students who did not know the surroundings of the school, or did not understand the process of flooding occurring at these points. Thus, from the development of this work it was possible to verify that P3DM is an innovative and valid methodology in teaching Geography by promoting the participatory mapping of areas subject to flooding and inundation. Finally, it is expected that this work has contributed with the students from the perspective that they could be protagonists of their experiences and producers of Voluntary Geographic Information and conscious mappers of the geographic space in which they live.