DÉBORA DA SILVA PEREIRA
Abstract:
This paper aims to evaluate the process of cartographic language literacy during elementary school. The research is based on theoretical debates to understand how experts analyze the theme of language and cartographic language. The empirical data from this research were collected directly in classrooms, as well as data collection through structured questionnaires, interviews with students, teachers and exercise solutions to identify the students' abstraction levels regarding the theme: cartographic language. It was assumed that the difficulties are manifested in the teaching of cartography in the early grades and in the later grades resulting from the difficulties in mastering the cartographic language. Thus, what motivated the research was to answer the question: “To what extent would the lack of mastery of cartographic language, of literacy in cartography, explain the difficulties in its teaching-learning process?” The answer to this question was sought and A new perspective on the subject was discovered. For the results showed that teachers are not always able to teach Geography, especially those from the early years of elementary school, who have no specific training. It was analyzed that the textbook still falls short of its importance for student learning, and teachers do not always have other material to use in their classes, mainly to increase students' interest in geography. A study such as this makes it evident that obstacles (lack of adequate material to work with cartographic language; and lack of teaching cartographic language at undergraduate level) are present in everyday practice and that students still have to learn cartographic language, perhaps these challenges are the same limiting factors of your learning.
