CARTOGRAPHIC LANGUAGE AS A PROMOTER OF GEOGRAPHY LEARNING WITH ELEMENTARY SCHOOL STUDENTS, FINAL YEARS

Abstract

This study aims to reflect on the contributions of Cartographic Language to the learning of Geography by students in the final years of elementary school. The methodology adopted is based on action research, a modality that aims to offer researchers and participants viable paths for teaching, especially in the field of Geography. This methodology is based on a qualitative approach, considering that interaction with students was essential for carrying out the proposed activities and, consequently, answering the research questions: How to promote learning in Geography through the use of Cartographic Language? and Can Cartographic Language significantly influence learning? The results obtained refer to the implementation of activities carried out during the last school term in a state school, with seventh-grade students. Initially, we identified the skills that would be worked on based on the knowledge objects proposed in the National Common Curricular Base (BNCC) and the Curricular Reference Document for Mato Grosso (DRC/MT). Next, based on the Structured Material from the Mato Grosso State Department of Education (SEDUC/MT), an action plan was developed, defining the strategies and technological resources to be used, as well as the number of classes needed to develop the activities with the students. The results indicated that the use of Cartographic Language contributes significantly to promoting learning in Geography. Furthermore, they revealed that student involvement and participation support the formation of conscious citizens, capable of understanding their living space, constructing knowledge, and broadening their perspectives.