Mapas mentais e atlas como dispositivos cartográficos na educação geográfica no ensino fundamental
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Data
2023-07-14
Autores
Conceição, David dos Santos da
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Universidade Federal do Espírito Santo
Resumo
In this research, we present reflections based on knowledge and teaching practice concerned with the current directions that discussions about school, place, image and world have taken. This is because these discussions were amplified towards a discourse bias that seeks to ensure only a standard way of understanding events and the imagination about them that reverberates in the school. But is it always like this? What is in these meanders? In the quest to understand these issues, we carried out a study to find out what relationships exist between what contributes to forming the geographic imagination of students in public schools and the idea that these also occur from the actions of local powers and situations that occur in the place, which can corroborate interpretations or worldviews, limited by a conservative bias that organizes places, especially the school, in a closed way in a precarious inclusion to culture and knowledge. In terms of procedures, based on teaching at a public school in the city of Macaé (RJ), workshop classes were held for two elementary school classes, one in the 6th grade in 2021 and the other in the 7th grade in 2022. The proposed activities served to produce images in the form of mental maps/devices and, later, the composition of panels to form an atlas. From this point, we first characterize the research locus to dialogue with the concept of place and its multiplicity. We appropriated the theoretical contribution of Doreen Massey in which the conception of place places it as open to movement and encounter as a possibility to produce a geographic imagination of the world. Considering the importance of seeing and understanding the place from the production and use of images, we take the concept of an atlas as a set of assembled and reassembled images inspired by Aby Warburg and his work Atlas Mnemosyne, elaborated in the beginning of the 20th century. To do so, we appropriate Didi-Huberman's studies that discusses the imaginative power that the montage of images can have to present us with other possible worlds, as proposed by Warburg. Working with the atlases prepared by students in this direction, we think that they, as devices, triggered, in the process, affections that crossed us to propose thinking and imagining the world in different ways. There we found the opening that made it possible to discuss diversity and geographic education to face old clichés. We also highlight the importance of this openness, which the work with the atlases revealed, to question repetitive patterns and methodologies already ingrained in school curricula, in addition to highlighting the production and visibility of materials prepared by students based on their imaginations about the relationships that permeate the world. For our referrals, we used the contribution that the Cartography Method brought us according to the idea that the place is relational, it is never finished, but in a permanent becoming.
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Lugar , Mapas mentais , Imaginação geográfica , Atlas , Educação geográfica