Banca de QUALIFICAÇÃO: FRANCELY DANTAS DE SOUSA MEDEIROS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FRANCELY DANTAS DE SOUSA MEDEIROS
DATE: 07/03/2025
TIME: 14:00
LOCAL: Remoto: Google Meet
TITLE:

CARTOGRAPHIC LITERACY FROM THE PERSPECTIVE OF UNIVERSAL DESIGN FOR LEARNING: A DIDACTIC SEQUENCE IN SCHOOL GEOGRAPHY

KEY WORDS:

Cartographic Literacy; School Cartography; Universal Design for Learning.

PAGES: 91
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

This study aims to present an interdisciplinary Didactic Sequence (SD) for teaching Cartographic Literacy (CL) in 5th-grade classes of Elementary School – Early Years, based on the principles of Universal Design for Learning (UDL). Cartographic Literacy, understood as the ability to map, read, and comprehend spatial representations, is crucial for the development of students' geographic competencies, as outlined in the National Common Curricular Base (BNCC). The proposal is based on an inclusive approach, focusing on overcoming pedagogical barriers, ensuring that all students have access to and actively participate in the activities carried out at school. The Didactic Sequence will be developed to integrate different curricular components, such as Geography, Art, History, and Portuguese Language, providing a more holistic and meaningful Geography teaching experience. Through practical and theoretical activities, the goal is for students to develop basic cartographic skills, such as reading, understanding, and interpreting graphic representations, which are essential for their academic journey. The use of UDL ensures that the teaching process is accessible, promoting the development of critical and collaborative skills in all students. Regarding methodology, we adopt a qualitative approach, with bibliographic research and the creation of an educational product focused on pedagogical practice, in this case, the SD. The SD is based on the studies of Dolz, Noverraz, and Schneuwly (2004). This work also draws on the research of authors such as Passini et al. (2014), Almeida (2020), Meyer et al. (2014), among others. The study demonstrates that an inclusive and interdisciplinary approach to teaching school cartography can enhance the understanding of geographic space and contribute to the formation of conscious and critical citizens.

COMMITTEE MEMBERS:
Presidente - 350852 - TANIA CRISTINA MEIRA GARCIA
Interno - ***.611.234-** - DJANNI MARTINHO DOS SANTOS SOBRINHO - NÃO INFORMADO
Externo à Instituição - FLAVIA SPINELLI BRAGA - UERN