CONCEPÇÕES E ABORDAGENS DO ENSINO DA GEOGRAFIA: a importância do saber cartográfico nos anos iniciais da Educação Básica

Este artigo tem o objetivo de apresentar a importância do ensino de Geografia nos anos inicias da educação básica e suas principais abordagens, tradicional e crítica para o processo de ensino-aprendizagem. Tal processo com base nas abordagens teórico-metodológicas da ciência geográfica visa contribuir na formação de sujeitos críticos, analíticos e interativos, a partir da realidade social a qual estão inseridos. O estudo primou em realizar uma pesquisa bibliográfica, apresentando as diferentes concepções da Geografia para o ensino da disciplina nos anos iniciais. A pesquisa deteve-se também em compreender de que forma o livro didático pode contribuir na formação do sujeito com base nos pressupostos teórico-metodológicos que este recurso apresenta. Por fim, as reflexões apontam que existe uma intervenção pedagógica dos educadores ao ministrar aulas da disciplina nos anos iniciais, com base na abordagem geográfica presente no livro didático adotado. Nesse processo de formação inicial do conhecimento, o letramento geográfico e a alfabetização cartográfica auxiliam no melhor entendimento dos conteúdos ministrados, buscando romper com uma disciplina tradicional e enfadonha ao surgir a Geografia Crítica como nova proposta metodológica de ensino. Esta apresenta-se com maior potencial integrador diante das dimensões da realidade do cotidiano do aluno. Palavras-chave Ensino, Alfabetização cartográfica, Geografia. CONCEPTIONS AND APPROACHES WITH REGARD TO TEACHING GEOGRAPHY: the importance of Cartographic knowledge in the elementary school Abstract This article aims to present the importance of geography teaching in the initial years and the main traditional and critical approaches to the teaching-learning process. This process is based on the theoretical-methodological approaches of the science of geography science and aims to contribute to the formation of critical, analytical and interactive subjects, from the social reality into which they are inserted. The study focused on a bibliographical research, presenting the different conceptions of geography for the teaching of the discipline in the first years of the elementary school. The research also focused on understanding how the textbook can contribute to the formation of the subject based on the theoretical-methodological assumptions that this resource presents. Finally, the reflections indicate that there is a pedagogical intervention of teachers and educators in teaching the discipline in the initial years and develop the classes based on the geographical approach present in the textbook adopted. In this process of initial knowledge formation, geographic literacy and cartographic literacy aid in the best understanding of the contents taught. Seeking to break with a traditional and boring discipline, the emergence of Critical Geography presents a new methodological approach to teaching. This offers greater integrative potential in the face of the dimensions of student´s daily realities. Keywords Teaching, Cartographic literacy, Geography.

Increasing Geographic Literacy through the Development of Computer Supported Collaborative Learning

This paper aims to develop computer supported collaborative learning to improve geographic literacy. This study used research and development with the ASSURE model. The results of this development are in the form of basic geography concept modules with 3 videos integrated into e-learning. The media and material validation show that the product developed was very good and worth testing. In addition, the results of media validation by taking into account indicators of attractiveness, efficiency and effectiveness, were declared very good and students were enthusiastic about learning to use this media. This product can be an alternative medium for the 21st century learning environment that applies e-learning in the learning process.

Geospatial literacy in Africa-Nigeria

<p><strong>Abstract.</strong> Literature reveals that geography has always been a critical type of information that humans – in fact all animals – collect, organize, and use, and that place-based information is vital to survival on our planet. Geographic literacy is defined as the ability to apply geographic skills and understanding in personal and civic lives. The growing interest has been sparked by an understanding of the role that spatial literacy plays in implementation of geospatial technologies such as computer, cell phone, internet, geographic information systems (GIS), remote sensing, and global positioning systems (GPS). These technologies are fundamentally changing how we see the world and interact with it. This paper examines geospatial literacy, with reference to people’s awareness and use of geospatial literacy aid technologies in Ibadan metropolitan area, Nigeria. The research questions that the paper addresses include the following: How are people’s knowledge of computer, cell phone and internet? How are people’s awareness of geospatial literacy aid technologies? How are people using geospatial literacy aid technologies? Are people interested in learning more on how to use geospatial literacy aid technologies? What are the challenges confronting the people? The data used in the paper was from administration of 152 questionnaires to civil servants in five local governments in Ibadan metropolitan area and at the Oyo State Government Secretariat in Ibadan, Oyo State, Nigeria between February and August, 2017. Descriptive statistics are used to analyse the data. Policy implications of the findings towards improving human capacity building in geospatial literacy aid technologies were discussed in the paper.</p>