Alfabetização e letramento cartográfico: aprendizagem dos principais conhecimentos geográficos para alunos do 1º e 2º ano do ensino fundamental

Abstract

Commonly, during the period of Elementary School I, more time is dedicated to teaching Mathematics and Portuguese language content, to the detriment of others, such as Geography. As a result, Literacy and Cartographic Literacy end up not being developed or are explored superficially with students. Therefore, this dissertation aims to develop and apply didactic activities to promote Literacy and Cartographic Literacy in students in the 1st and 2nd year of Elementary School, in the city of Lajeado (RS). To support the general objective, textbooks were analyzed to check whether they contain activities focused on School Cartography and interviews with elementary school teachers to understand how they work – and if they work – with Geography in this period. The research methodology is qualitative and is based on data obtained through analyses and perceptions of the researcher. A Booklet was created with six chapters and activities on cartographic notions of types of vision; location; guidance; legend and cartographic alphabet; proportion and scale; and three-dimensional and two-dimensional imaging. As for the results, 23 textbooks were analyzed, and only three of them presented any image or activity aimed at students' Cartographic Literacy. In addition to this panorama, seven teachers were interviewed who highlighted that they had no contact with Geography during their training and, when they did, it was inappropriate. Consequently, the interviewees state that they hardly work on Geography content with the students, as they do not feel capable, either due to lack of time or because the textbook does not present practical activities. Furthermore, they report that they understand the importance of Cartographic Literacy for the initial years, but highlight the lack of material and guidance for this to occur. Regarding the Booklet, the material was tested with two classes of 1st and 2nd years of Elementary School. In general, there were no differences between the 1st and 2nd year classes, only difficulties experienced by some students because each child has their own learning pace. The student's greatest difficulties were related to the Portuguese language literacy process, which required some changes to the Booklet to improve their understanding of the activities. Some difficulties were recorded in carrying out activities involving legend and scale/proportion, but these were overcome as they progressed in the activities of the Booklet. It should be noted that the students presented some aspects of Cartographic Literacy at the end of the Booklet, managing to interpret the floods that occurred in Lajeado, in 2023, using the model created. It is concluded that the Booklet was effective for the process of Literacy and Cartographic Literacy, which can and should be deepened with progress in grade school.