DRAWING AS A METHODOLOGY TO DEVELOP THE GEOGRAPHIC REASONING OF STUDENTS OF THE 6th GRADE OF ELEMENTARY SCHOOL
DOI:
https://doi.org/10.5216/signos.v4.72620Keywords:
graphic representation, Geographic Thinking, Geographic reasoning, Thinking spatial., graphic representation, geographic thinking, Historical-Cultural theory.Abstract
This article analyzes to what extent the mobilization of geographic reasoning can be enhanced through the use of drawings made by the students, as a learning methodology, in Geography classes. The research had as subjects 24 students from the sixth year of Elementary School, final years, of a public school located in Brasília, Federal District. To produce empirical information, the researcher used a focus group, her diary and the drawings made by the students on the board. To support the analysis, Paulo Freire's perspective of pedagogy was combined with Vygotsky's Historical-Cultural theory, and the Grounded Theory was also used. The results showed that the appropriation of drawing as an explanatory tool for a geographic way of thinking enabled the development of geographic reasoning, as it allowed students to organize ideas that involve spatialization of phenomena and processes and, from that, to express them graphically. Future studies may expand knowledge about geographic reasoning to identify the extent to which teachers are able to create learning situations that trigger geographic ways of thinking and reasoning.
