A linguagem cartográfica no processo de ensino e aprendizagem em Geografia: uma análise da prática docente dos professores da educação básica do município de Pelotas - RS

Abstract

The present research brought to the debate the importance of cartographic language in the process of teaching and learning in Geography. The main goal was to analyze how Geography teachers of the basic education network in the city of Pelotas-RS integrate the knowledge of school cartography in their teaching practice. Methodologically, the research proceeds through a qualitative approach, being structured from a bibliographic review, followed by the elaboration and application of a questionnaire, and data analysis. The data were collected using the Intersectional Survey research method, through a semi-structured questionnaire with 34 questions, elaborated in an online form, sent via link through the social networks, as well as, to the contacts of Geography teachers, listed with the Municipal Secretariat of Education and Sports - SMED and 5th Regional Education Coordinator - CRE and private schools in the city, highlighting that the data was collected through voluntary adherence. We had the return of 33 Geography teachers who work in the final years of elementary school, teachers of the state, municipal and private network and most of these, professionals linked to schools. From the teachers' answers, we can see that there is not an effective appropriation of the cartographic language in the group researched. On the other hand, the study broadened the understanding of the research problem, showing that the knowledge of school cartography is still simple in the practice of teachers and, therefore, it is of fundamental importance to provide the means of learning, since the group is predisposed. Finally, the results showed us that the researched group brings three crucial points, which decisively affect the appropriation of cartographic language: the need for more solid formation in graduation, the need for materials in schools and the incentive to continuous formation.