O ensino de cartografia com geotecnologias num contexto de aprendizagem significativa

• Ano de defesa: 2022
• Autor(a) principal: Furtado, Pierre Francisco Leite
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação; Geografia; OpenStreetMap; Aprendizagem
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/70979

It is believed that the use of Geotechnologies as an educational support in High School Cartography classes enables effectiveness and improvements in the students' teaching processes. However, it is considered important that in addition to understanding the use of geotechnological tools, there is the promotion of reflections within the scope of the strategies construction that generate plans which direct plausible mediations for cartographic teaching. The current methodological proposal points to the problems minimization related to cartographic illiteracy. Geotechnologies represent a reality in everyday activities, in the labor market, in academic and school environments. When applied correctly, they promote great learning possibilities. This research aims to analyze the students' learning process in the 1st year of high school when they participate in a didactic sequence based on the Ausubelian programmatic principles on matters related to Cartography using the Geotechnological software OpenStreetMap. The scientific work is guided by an investigation using the Case Study, the understanding of the data analytical process, relating to Discursive Textual Analysis. Regarding research subjects, it is represented by five 1st year High School students, from the courses of Surveying and Design of Civil Construction, chosen at random among the ten students participating in the mini-course in Geotechnologies. Data collection took place through the use of questionnaires composed of ten discursive questions to understand each moment in three phases: survey, intermediate and final questionnaire. Data analysis occurred through the application of five phases of Discursive Textual Analysis: unitarization, categorization, description, interpretation and argumentation, with the creation of three categories: Cartography, Scales and Geotechnologies. In the results, the students demonstrated development in the understanding of Cartography contents, mainly between the intermediate and final questionnaires, through the application of the Didactic Sequence composed of 10 classes based on the Ausubelian theoretical assumptions. Regarding the Cartography category, the students presented evolution in relation to the concepts of orientation and location in space. Regarding the Scale category, the students showed conceptual evolution but still could not justify its use in certain places. Regarding the Geotechnologies category, students cited detailed information regarding the use of software for tracking social and environmental problems, in addition to expanding the scope of knowledge regarding digital technologies for this purpose.