O ensino de cartografia e a formação de professores: estratégias pós-representacionais e a construção do pensamento (geo)espacial

Abstract

This dissertation aims to compose escape lines, based on the relationship between post-representational cartographic strategies and spatial (geo) thinking, in order to rethink the teaching of cartography together with the training of geography teachers. For this, the methodological strategies adopted were bibliographical review, curricular analysis, observation, focus group and activities with cartographic practices. The literature review led us to three notions of cartography: cartography based on the philosophy of Deleuze and Guattari; the post-representational cartographies that emerge in Geographical Cartography; and the third perspective are proposals that converge towards the focus as the New Social Cartography of the Amazon. The analysis of the curriculum together with the focus group points to the urgency of reorganizing this one, according to the needs of the geography teacher's in relation to the cartographic language. While the activities we note the divergence between an epistemology of space and the production of the same by Cartography. Finally, we conclude the need for curricular reformulation taking into account the needs of the training of teachers of Geography, from an extended perspective of Cartographic Culture and that contributes to the construction of the geo-spatial thought of the students through the geographic education.