Multiletramentos e leitura de mapas no ensino de Geografia

Abstract

The society, throughout history, has been constantly adapting and changing its reading and writing formats. These changes, in the encounter with the new digital technologies of information and communication are manifested in the construction of multiple literatures (digital, scientific, academic, among others) with the possibility of innovation to pedagogical methodologies and practices integrated to the educational environment. This research is inserted in the context of the teaching practices of cartography coming from the incorporation of technological resources. It is believed that geographic science, and specifically cartography, corroborates the appropriation of multimodal (videos, images, audios, etc.) in the teaching and learning process. In view of the use of technological resources is increasingly frequent in the different contexts of society, cartographic language becomes important in the critical and conscious construction of contemporary questions and realities. In this context of the multiple languages approach associated to their social contexts (ROJO, 2009, 2012; SOARES, 2002; 2006), the pedagogy of the multiliteracies of the researchers of The New London Group (1996), with a methodological approach descriptive research. The research was based on the analysis of experiences developed with 25 students of the 8th grade of public school in Uberaba, being fundamental the representation of the teaching of cartography beyond the simple techniques or reproductions of the contents, so that it collaborates with the formation of students directed to the reflections and incorporations of social issues in the study of geography (CASTROGIOVANNI, 2000). Therefore, research results foster development with the proximity of multimodal readings, such as the collaborative creation of digital and printed maps, critical participation in classroom debates and the possibility of different strands to work with the integration of technologies with teaching Cartography. Finally, the creation of a Prototype on the mapping contents integrated in the ICT is configured to allow an aid to the teachers in the classes of cartography.