Cartografia digital na formação de professores de geografia : o caso da UEG, Brasil

Abstract

Several studies highlight the gaps found during the training of Geography teachers within understanding Cartography.Facing this current scenario of teaching and learning in Cartography at the Universidade Estadual Goiás (UEG) based on the gaps of this process, the fragmentation of knowledge, and also in the lack of interdisciplinarity to understand this discipline, which composes an important questioning: Introduction of practices related to Digital Cartography (DC) can contribute to the formation of Geography teachers, that is, favoring the interpretation and production of their own cartographic representations of space? This paper aims to identify and highlight the use of mechanisms for Digital Cartography in the teaching and learning of this content, as a structuring component of the menu of the subjects of cartography, in the courses of Geography in the university. The specific objectives were: 1) evaluate the teaching and learning conditions of cartography by Digital Cartography (DC) present in the training of Geography teachers in the UEG; 2) propose methodological strategies for teaching and learning cartography through DC able of attending this process in a mediated pedagogical domain and knowledge mediator. The present study analyzed the theme in five UEG campuses: Anápolis, Cidade de Goiás, Morrinhos, Pires do Rio and Quirinópolis, in the delimitation of the studied area. Research Instruments were directed to teachers and students, containing questions about teaching and learning methodologies of DC, in order to know how the teaching and learning process of the related contents occurs. The aspects related to the training and professional experience of the teachers who taught Cartography classes in relation to the needs of the discipline were evaluated through access to the Lattes Platform of the CNPq and also with application of formularies in order to verify the teacher training the mentioned discipline, Beyond the time of experience in this teaching, publications and experience within the DC related research. Finally, a pedagogical material was developed for the activities with the contents of Cartography based on the use of the DC. The present research showed that DC can positively contribute to the teaching and learning process of Cartography with the introduction of the practical part of digital technologies, through its dynamic form of cognitive structures, in the sense of being a powerful instrument for being a mediator allowing the learning of new cartographic processes to the mediated.