Os mapas nas aulas de geografia: possibilidades e encaminhamentos didáticos no estudo dos fluxos populacionais

• Ano de defesa: 2022
• Autor(a) principal: Queiroz, Aliny Ferreira
• Orientador(a): Bueno, Miriam Aparecida
• Banca de defesa: Bueno, Miriam Aparecida, Richter, Denis, Oliveira, Lidiane Bezerra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Geografia (IESA)
• Departamento: Instituto de Estudos Socioambientais - IESA (RMG)
• País: Brasil
• Palavras-chave em Português: Cartografia escolar; Linguagem cartográfica; Fluxos populacionais; Migração; Ensino de geografia
• Palavras-chave em Inglês: School cartography; Cartographic language; Population flows; Migration; Teaching geography
• Área do conhecimento CNPq: CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12672

This research aims to understand how the cartographic language enhances the teaching of migrationrelated content. Therefore, it was necessary to discuss the importance of Cartography for Geographic Education, as well as to reflect on the contribution of maps and graphs to the understanding of population flows in Brazilian territory. The means of investigation comprised the bibliographic research, supported by several authors, who discuss the teaching of Geography and School Cartography, with emphasis on cartographic language, which was the main guiding axis of the research. There was also the systematization of a field research in a school of the State Education Network of Goiás, from the elaboration and application of a sequence of didactic activities that explore the language of maps and graphics to discuss the migratory issues consolidated in the geographic space. . Therefore, this study presents itself as a possibility to carry out a school work that provides an opportunity to understand and problematize the spatialization of migratory phenomena. This aspect can be evidenced in the analysis of the results of the field research, which reveals that the students were able to understand and discuss the content materialized in the map. Aware of this, we highlight the importance of a teaching proposal that explores the cartographic language, which understands that maps are means of communication that transmit geographic information that must be investigated in the classroom.