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dc.contributor.authorGoulart Duarte, Ronaldospa
dc.date.issued2016-02-23
dc.identifierhttps://revistas.pedagogica.edu.co/index.php/anekumene/article/view/8045
dc.identifier10.17227/Anekumene.2016.num11.8045
dc.identifier.issn2248-5376
dc.identifier.urihttp://hdl.handle.net/20.500.12209/8392
dc.description.abstractNeste artigo apresentamos uma breve análise a algumas conclusões resultantes do exame cuidadoso das atividades didáticas presentes nas três coleções de livros didáticos de geografia mais utilizadas pelos alunos brasileiros que estudam na etapa da escolarização entre o 6º e o 9º anos do ensino fundamental. Nossa análise está fundamentada no campo teórico do pensamento espacial (spatial thinking), campo de estudos interdisciplinares que transita entre as áreas de interesse de diversas disciplinas, com certo destaque para a psicologia cognitiva, a matemática e a geografia, entre muitos outros. Usamos como referência  metodológica a taxonomia do pensamento espacial desenvolvida por Jo e Bednarz (2009) e replicada por Scholz, Huynh, Brysch, e Scholz (2014). Essencialmente, trata-se de avaliar os exercícios e atividades presentes nos livros didáticos com o objetivo de aferir o percentual daqueles que, efetivamente, demandam o uso do pensamento espacial e averiguar quais os processos de raciocínio que estão envolvidos.por
dc.format.mimetypeapplication/pdfspa
dc.language.isopor
dc.publisherEditorial Universidad Pedagógica Nacionalspa
dc.relationhttps://revistas.pedagogica.edu.co/index.php/anekumene/article/view/8045/6320
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.sourceAnekumene; Núm. 11 (2016); 57-67spa
dc.subjectPensamiento espacialspa
dc.subjectCartografía escolarspa
dc.subjectManuales didácticosspa
dc.titleAs relações entre o desenvolvimento do pensamento espacial (spatial thinking) e a cartografia escolar nas aulas de geografia : uma análise dos manuais didáticos brasileiros.spa
dc.subject.keywordsPensamento espacialeng
dc.subject.keywordsCartografia escolareng
dc.subject.keywordsManuais didáticoseng
dc.subject.keywordsSpatial thinkingeng
dc.subject.keywordsSchool cartographyeng
dc.subject.keywordsText bookseng
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.relation.referencesCastellar, S M. V. & Moraes, J. V.(2010). Ensino de Geografia. São Paulo: Cengage Learning
dc.relation.referencesGersmehl, P. (2014). Teaching Geography. 3rd ed. New York: Guilford Press.
dc.relation.referencesJo, I. & Bednarz, S.(2009). Evaluating geography textbook questions from a spatial perspective: Using concepts of space, tools of representation, and cognitive processes to evaluate spatiality. Journal of Geography,108.4–13. Recu-perado em 05 de setembro de 2013 de http://dx.doi.org/10.1080/00221340902758401
dc.relation.referencesNational Research Council. (2006). Learning to think spatially: GIS as a support system in the K-12 curriculum. Washing-ton: National Research Council Press. ISBN: 0-309-53191-8, 332 pp Recuperado em 3 de julho de 2013 de http://www.nap.edu/catalog/11019.html
dc.relation.referencesSantos, C. (2003). A Cartografia nos livros didáticos de Geografia: contrapontos de uma pesquisa. Revista de Ciências Humanas, 9, (2), pp. 107-114
dc.relation.referencesScholz, M. A.; Huynh, N. T.; Brysch, C. P. & Scholz, R. W. (2014). An Evaluation of University World Geography Textbook Questions for Components of Spatial Thinking, Journal of Geography, 113(5), pp. 208-219. ISSN 0022-1341
dc.relation.referencesSinton, D. S.; Kolvoord, R.; Gersmehl, P.; Ries, P.; Bernarz, S., & Uttal, D. H. (2013). The People’s Guide to Spatial Thinking. Washington: National Council for Geographic Education.
dc.type.localArtículo de revistaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501eng
dc.type.driverinfo:eu-repo/semantics/articleeng
dc.title.translatedRelationships between the Development of Spatial Thinking and School Cartography in Geography Class : an Analysis of Brazilian Teaching Manuals.eng
dc.description.abstractenglishIn this paper, we present some conclusions and a brief analysis obtained through careful examination of the questions in the three most adopted Brazilian geography textbook sets, designed for the equivalent to junior high school in Brazil. Our analysis is based on the field known as “spatial thinking,” an interdisciplinary field that lies between different academic disciplines such as cognitive psychology, math, geography, and many others. We used, as a methodological framework,  the taxonomy of spatial thinking developed by Jo and Bednarz (2009) and applied by Scholz, Huynh, Brysch, and Scholz (2014). Essentially, the main goal was to evaluate the questions in the textbooks with the purpose of measuring the proportion of those that demand the use of spatial thinking to be solved and to identify the processes of reasoning involved.eng
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.rights.creativecommonsAttribution-NonCommercial 4.0 International
dc.type.otherArtículo revisado por paresspa


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    Interesada en divulgar reflexiones e indagaciones asociadas con la geografía, la educación y la cultura.

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