Usual and unusual maps: a playful introduction to the basic concepts of cartography in high school

Abstract

This work aims to show the feasibility of introducing basic cartographic concepts in the first year of high school, with simple resources, contributing to the process of knowledge construction by the young person himself by stimulating his curiosity. For this, a theoretical study was made on the theme presented here, then activities were given in the classroom and, later, the diagnosis and debate of the results obtained were carried out. Cartographic literacy, demonstrated in these activities, predisposes the student to work his competence in this form of language, qualifying him/her to make multiple readings of the world through the most disparate cartographic representations possible. Thus, after the didactic sequence used in mediation with the students, in addition to encouraging the reading of maps, the subjects also had the opportunity to create their own fantasy maps. The work was based on David Ausubel s Theory of Significant Learning and the parameters present also in Lev Vygotsky s Historical-Cultural Theory and Henri Wallon s Theory of Development were also used.