Do uso pedagógico dos mapas ao exercício do raciocínio geográfico

Abstract

In this article we discuss the relationship between the cartographic language, the initial formation of the geography teacher and the production of pedagogical practices in Geography School. Initially, we discuss the understanding of a Geographical Reasoning that aims to favor the understanding of the spatiality of the phenomenon and the Space Practices. Subsequently, indications are presented about the appropriation of the map during Geography classes in Basic Education. The data presented were obtained through records of Supervised Internships, in the years 2016 and 2017 by students of the 6th and 7th periods of the degree course of Geography from the Federal University of Minas Gerais. The analyzes of these registers had as objective to identify if and how the maps are used in the pedagogical practices of Geography in schools of the Metropolitan Region of Belo Horizonte. Finally, we seek to point out some considerations about the work with the cartographic knowledge in the initial formation of geography teachers. We emphasize that the work with the cartographic knowledge in the initial formation of the teacher hasn't contributed effectively to the construction of a Geographical Reasoning with the future teachers, such reasoning isn't only done through the cartographic representations, however, such language is important for interpretations of the spatialities of phenomena.