APPLICABILITY AND CARTOGRAPHIC KNOWLEDGE: EVERYDAY SITUATIONS OF 6TH GRADE STUDENTS IN A SCHOOL IN CEARÁ, JUAZEIRO DO NORTE

Abstract

The content and form of this work are the result of a Master's research project in Educational Sciences at the Intercontinental Technological University – UTIC, with a research focus on the field of innovation. From this perspective, the dissertation aims to investigate the applicability of cartographic knowledge in the daily lives of 6th-grade students at the Tarcila Cruz de Alencar elementary school in Juazeiro do Norte, Ceará (2024). Above all, it can be analyzed that it is currently generally agreed that cartography is an indispensable pedagogical resource linked to the teaching of Geography, since the analysis of space, in its dimensions and forms, when cartographic representations are used, allows for the visualization of what is learned and what is taught. In this regard, throughout the school year of (2024), investigations were carried out with the purpose of understanding the applicability of cartographic knowledge in the daily lives of students, so necessary for good performance in the study of Geography and other human sciences. Furthermore, the research encompasses the science of Geography, that is, the study of geographic space, original nature, and other knowledge from the world of Geography. From this same perspective, the work in question presents the importance of cartographic literacy in basic education at school, focusing on the 6th grade of elementary school. In turn, it sought to understand the teaching-learning processes involved in the teaching of Cartography in the 6th grade, observing, however, the skills to be worked on as outlined in the National Common Curricular Base – BNCC (Brazil, 2018), that is, regarding the teaching of Cartography in elementary school. The justification for the work was to catalog the level of cartographic knowledge brought by elementary school students – from the initial years to the final years – as well as to offer subsidies for the construction of new pedagogical practices for teachers. We base our observations on Cartography on Baggio's (2017, p. 4) concept: "It is the science responsible for the graphic representation of the Earth's surface." We understand that through cartography, children can form their first notions about space and how to locate themselves within it, which is essential for autonomy and independence (Almeida & Passini, 1994). Within the theoretical framework of this work, we also rely on Simielli (1999) for understanding the importance of developing students' reading and oral and written communication skills, which can be achieved through photos, drawings, plans, models, and maps, thus allowing students to perceive and master space. We find support for teaching cartographic literacy in Pissinati & Archela (2008, p. 7): "cartographic literacy is the teaching-learning process through which the student will be introduced to the formal study of maps." Regarding the applied method, the research employed a non-experimental investigation design within the positivist paradigm, adhering to quantitative methodology, and including bibliographic analysis based on books and scientific articles. Data was collected from a specific population: 6th-grade students at the Tarcila Cruz de Alencar Elementary School in Juazeiro do Norte, Ceará, using a closed questionnaire. In terms of temporality, the study was cross-sectional, as data collection took place at a specific point in time according to a pre-established schedule (Gil, 2008). This research employed two types of data: primary data, obtained from information provided by the participants (referred to as "first-hand" data), and secondary data, pre-existing and found in bibliographic references. Since this is a quantitative research study, the data collection techniques and instruments were applied through questionnaires and a test using the systematic observation methodology. This involved systematizing records, actions, analyses, and interpretations, fostering the collection of data in situ. According to the recommendations of Pereira (et al., 2018, p. 43), the data collection instrument should consist of well-presented questions, which will be sent to the interviewees in printed or virtual form. For data collection in this research, a printed, scaled questionnaire with 27 questions was used. This was structured to understand problems in the students' lives, opinions, and interests. Furthermore, the problems raised (general and specific) led to the development and applicability of the entire body of the work; namely: To what extent are the 6th-grade students of the Tarcila Cruz de Alencar Elementary School in Juazeiro do Norte, Ceará, able to apply the concepts..