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A importância do mapa no ensino da Geografia: uma experiência didática no estudo do meio natural no 3º ciclo
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No presente Relatório de Prática de Ensino Supervisionada, relata-se a forma
como se potencializou a aprendizagem da Unidade Didática do ‘Estudo do Meio Natural’
– subdomínios do ‘Relevo’ e das ‘Bacias Hidrográficas’. Mais concretamente, através da
promoção das competências cartográficas dos estudantes, visto que os mapas, quando
aliados à explicação do docente, permitem fundamentar análises geográficas, tornando as mais concretas e acessíveis à aprendizagem. De referir que, para efeitos desta
investigação, tomou-se a definição de ‘mapa’ utilizada pela Associação Cartográfica
Internacional, o que inclui todos os tipos de mapas, cartas, modelos tridimensionais e
globos que representem a superfície terrestre.
A intervenção letiva em causa, foi realizada com a turma do 8ºA, na Escola Básica
Alto dos Moinhos e ano letivo de 2020/2021, e compreendeu dez aulas (seis das quais,
em regime de ‘ensino remoto de emergência’). A mesma intervenção foi construída com
base nos documentos oficiais de orientação curricular da Direção Geral de Educação, em
coordenação com as diretrizes da escola, o manual escolar e bibliografia complementar.
As estratégias de ensino e aprendizagem desenvolvidas incluíram questionários,
o preenchimento de mapas, um exercício de reflexão, um trabalho de grupo, bem como,
dois testes de avaliação sumativa. De forma que, o principal objetivo foi proporcionar
atividades de desenvolvimento de competências cartográficas, que pudessem consolidar
conhecimentos específicos sobre a temática do Meio Natural. Além disso, ao dominarem
o sistema semiótico da linguagem cartográfica, estudantes aprofundaram competências
essenciais para a conclusão do 3º Ciclo do Ensino Básico. Mais concretamente: ‘ler e
comparar diferentes representações cartográficas’; ‘identificar e localizar lugares do
mundo’; ou ‘formular e responder a questões geográficas relevantes’. É, então, possível
afirmar que esta intervenção letiva procurou contribuir para o desenvolvimento das
competências do perfil do aluno, mobilizando as aprendizagens geográficas sobre o Meio
natural.
In this Supervised Teaching Practice Report, it is described how was enhanced the learning of the Didactic Unit of the 'Study of the Natural Environment' - subdomains of the 'Relief' and the 'Water Basins'. More specifically, through the promotion of students' cartographic skills, since maps, when combined with teacher's explanations, allow geographic analyses to be grounded, making them more concrete and accessible to learning. It should be noted that, for the purposes of this investigation, the definition of 'map' was taken from the International Cartographic Association, which includes all types of maps, charts, three-dimensional models, and globes that represent the Earth's surface. The teaching intervention in question was carried out with the 8th grade class, at the Alto dos Moinhos’ Basic School, in the 2020/2021 school year, and comprised ten classes (six of which, under 'emergency remote teaching'). The same intervention was based on official curriculum guidance documents from the General Directorate of Education, in coordination with the school's guidelines, the school manual and complementary bibliography. The teaching and learning strategies here developed included questionnaires, filling in maps, a reflection exercise, a group work, as well as two summative assessment tests. So, the main objective was to provide activities for the development of cartographic skills, which could consolidate specific knowledge on the thematic of the Natural Environment. In addition, by mastering the semiotic system of cartographic language, students deepened essential skills for completing the 3rd Cycle of Basic Education. More specifically: 'read and compare different cartographic representations'; 'identifying and locating places in the world'; or 'formulate and answer relevant geographical questions'. It is, therefore, possible to say that this teaching intervention sought to contribute to the development of the skills of the student's profile, mobilizing geographical learning about the natural environment.
In this Supervised Teaching Practice Report, it is described how was enhanced the learning of the Didactic Unit of the 'Study of the Natural Environment' - subdomains of the 'Relief' and the 'Water Basins'. More specifically, through the promotion of students' cartographic skills, since maps, when combined with teacher's explanations, allow geographic analyses to be grounded, making them more concrete and accessible to learning. It should be noted that, for the purposes of this investigation, the definition of 'map' was taken from the International Cartographic Association, which includes all types of maps, charts, three-dimensional models, and globes that represent the Earth's surface. The teaching intervention in question was carried out with the 8th grade class, at the Alto dos Moinhos’ Basic School, in the 2020/2021 school year, and comprised ten classes (six of which, under 'emergency remote teaching'). The same intervention was based on official curriculum guidance documents from the General Directorate of Education, in coordination with the school's guidelines, the school manual and complementary bibliography. The teaching and learning strategies here developed included questionnaires, filling in maps, a reflection exercise, a group work, as well as two summative assessment tests. So, the main objective was to provide activities for the development of cartographic skills, which could consolidate specific knowledge on the thematic of the Natural Environment. In addition, by mastering the semiotic system of cartographic language, students deepened essential skills for completing the 3rd Cycle of Basic Education. More specifically: 'read and compare different cartographic representations'; 'identifying and locating places in the world'; or 'formulate and answer relevant geographical questions'. It is, therefore, possible to say that this teaching intervention sought to contribute to the development of the skills of the student's profile, mobilizing geographical learning about the natural environment.
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Educação Geográfica Competências Cartográficas Meio Natural Aprendizagens Essenciais