Desenvolvimento do pensamento espacial a partir da autorregulação da aprendizagem: uma proposta de abordagem na formação docente

Abstract

This paper describes the development and application of a dissertation research carried out within the scope of the Postgraduate Program in Geography of the Federal University of Pelotas (UFPel). The study aimed to investigate the role of spatial thinking in the teacher training of future Geography teachers, focusing on the contribution of this skill to professional performance. The research sought to evaluate the spatial thinking of students of the Geography Undergraduate Course at UFPel, enrolled in the discipline of Management, Curriculum and Spatial Practices, and to propose pedagogical interventions that would enhance the acquisition of this skill, with an emphasis on self-regulation of learning. Based on self-regulatory approaches articulated with the development of spatial thinking, the aim was to promote a deeper understanding of students about their learning process, contributing to the development of more strategic and autonomous skills. The study is quantitative and qualitative in nature, using two main data collection instruments: the Self-Regulated Learning Questionnaire and the Spatial Thinking Ability Test (STAT), in addition to practical activities integrated into the pedagogical intervention. Among the practices developed, the elaboration of sketches by the students stands out, which revealed the unique perception that each student has of the route taken daily to the university campus. Although in certain sections, such as near the campus, the paths are similar in physical terms, the graphic representations drawn showed significant variations in the way of organizing and symbolizing the elements of the route, reflecting the subjective dimension of the lived space. These results are in line with the perspective that considers geographic space as an inseparable set of systems of objects and systems of actions — that is, space is produced both by material structures and by the practices and perceptions of the subjects who experience it. Thus, the research demonstrated that the articulation between spatial thinking, self-regulation of learning and critical cartographic practices can contribute significantly to a more reflective teacher training that is sensitive to the complexity of geographic space. The development of these skills enhances the intellectual autonomy of future teachers, promoting educational practices that are more critical, creative and anchored in the lived reality.