Iniciação do processo de ensino e aprendizagem da cartografia na educação de jovens e adultos em Colíder - Mato Grosso

Abstract

The process of literacy presents numerous challenges for teaching. Strategies tailored to specific groups of students can be used to assist in their understanding of the content. In the context of Adult and Youth Education (AYE), considering that these are adults who often have had no prior exposure to formal education, these challenges become even greater. To help teachers connect with the reality of these students, cartographic literacy has proven to be a valuable tool, facilitating the teaching-learning process, especially for students who have started their education later in life. While traditional literacy traditionally focuses on reading and writing as central goals, cartographic literacy emerges as an equally relevant dimension, empowering students to understand, create, and interpret the geographic space around them. This process should be gradual, starting in Early Childhood Education to develop fundamental spatial notions. Cartography plays a crucial role in Geography education, assisting in location, elucidating relationships between modified and natural spaces, and facilitating an understanding of topophilia in places. To apply these principles, a didactic sequence was conducted in AYE classes at the Alzira Maria da Silva Municipal School, consisting of 12 lessons covering various aspects of cartographic literacy. Ultimately, a significant improvement was observed in the students' understanding of subjects, cartographic skills, writing, and interpretation, underscoring the effectiveness of the cartographic approach to teaching.