Banca de DEFESA: FRANCELY DANTAS DE SOUSA MEDEIROS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FRANCELY DANTAS DE SOUSA MEDEIROS
DATE: 10/07/2025
TIME: 14:00
LOCAL: Google Meet
TITLE:

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

KEY WORDS:

Cartographic Literacy; School Geography; Universal Design for Learning.

PAGES: 120
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

Cartographic Literacy (CL), understood as the ability to map, read, and comprehend spatial
representations, constitutes a fundamental skill for the development of students’ geographical
competencies, as outlined in the Brazilian National Common Curricular Base (BNCC). This study
primarily aims to present an interdisciplinary Didactic Sequence (DS) for teaching Geography, with
an emphasis on the development of CL in 5th-grade Elementary School classes – Early Years,
grounded in the principles of the Universal Design for Learning (UDL). This research adopts an
inclusive approach, focusing on overcoming pedagogical barriers and ensuring access, active and
genuine participation of all students in school-based activities. The DS is structured to integrate
different curricular components, such as Geography, Arts, Science, History, Portuguese Language,
and Mathematics, enabling a more holistic and meaningful Geography teaching experience.
Through practical and theoretical activities, the intention is for students to develop basic
cartographic skills, such as reading, understanding, and interpreting graphic representations, which
are essential for their academic journey. The adoption of the UDL principles ensures that teaching is
accessible and promotes the development of critical and collaborative competencies among
students. Regarding the methodology, the research employs a qualitative and exploratory-
descriptive approach, based on bibliographic and documentary research, culminating in the
development of an educational product applicable to teaching practice — in this case, the DS. The
literature review includes authors who are recognized references in the fields of Geography teaching
and educational inclusion. For the structuring of the DS, the theoretical framework proposed by
Dolz, Noverraz, and Schneuwly (2004) was adopted, whose approach contributes to the didactic
organization of teaching sequences aimed at developing specific competencies. Regarding

Cartographic Literacy, the contributions of Passini et al. (2014) and Almeida (2020) are highlighted,
as they discuss cartographic practices in schools and their relevance to the formation of
geographical thinking. As for Universal Design for Learning, the theoretical foundation is based on
the works of Meyer et al. (2014) and Sebastián Heredero (2020), whose reflections expand the
understanding of accessible teaching and inclusive pedagogical design. 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:
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Externo à Instituição - FLAVIA SPINELLI BRAGA
Presidente - 350852 - TANIA CRISTINA MEIRA GARCIA