O ensino da cartografia a partir das propostas de alfabetização cartográfica nos livros didáticos de geografia para os anos iniciais.

Abstract

The cartographic literacy process is critical from the early years for a significant learning of cartography. The early years include the most important phase of the child’s growth: physically, emotionally and mentally, with the spatial growth linked to child development. It is at this stage that the child develops physically, emotionally and mentally, with the spatial growth linked to child development. In this sense, the development of cartographic literacy characterizes the search for a methodology that provides geographic learning for citizenship, for building subject readers with ability to interpret the world in which they live in. This research investigates how universities, schools and teachers are articulated in relation to the cartographic language for the initial years. Building learning focused on spatial acquisition should aim at developing the child’s spatial decentralization, the perception concerning spaces and, finally, the representation of what is observed and analyzed from the acquisition of spatial relationship notions (topological, projective and Euclidean). The main objectives of this research are to investigate the construction of cartographic language in textbooks for the early years, as well as identify which collections are selected by the surveyed institutions, with the aim to analyze how related the mapping of teaching is taken into consideration by teachers in structuring content for this initial step, checking which cartographic approaches are brought by the authors of the textbook collections analyzed. To achieve these goals, a qualitative research was carried out, using as following: data collection, document analysis (National Guide textbook - PNLD, guidelines and advice concerning the law of education of nine years, PCN's), interviews with five teachers (5) from state schools in Pelotas / RS and evaluation of five (5) textbooks, 4 collections of textbooks approved by PNLD 2013 and one (1) regional textbook approved by PNLD 2010.Despite the cartographic language, or even the proposal of "cartographic literacy" is inserted as an objective to be developed in the early years by the guidelines and opinions of the Ministry of Education, this issue is still treated in a superficial and fragmented manner in an educational proposal for Geography. Thus, the debate on the development of cartographic literacy for early years and seek to build and defend proposals to ensure teaching practices that address space and its wholeness from the mapping is fundamental as a methodological tool for learning geography.