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- W3200425856 abstract "In this chapter, we describe the trajectory of School Cartography as a research field in Brazilian Geography Education. Since the 1980s, there has been a strong tendency in Brazil to focus on the improvement of the teaching of maps in the geography classroom, considering the spatial awareness and teaching methods necessary to evaluate analytically the cognitive process of the correlation between cartographic and geographic information. Most of these studies on School Cartography are based on genetic epistemology, graphical semiology, and information and communication theory, and they connect geography, psychology and didactics in an attempt to clarify how these processes contribute to the classes. Through the discussion of a number of the most influential studies that contributed to the establishment of a powerful field of research that aims to enhance learning processes in Geography teaching, we consider Cartography to be an extremely meaningful language for the development of geographical reasoning. Maps and other types of spatial representation are thus an essential facet of Geography, given that students can use them to learn to read, interpret and correlate geographic information, understanding location systems, distribution, and relations between phenomena and technical objects. Finally, we proposed a number of objectives for the renewal of Brazilian Geographic Education, encompassing the integration of Spatial Thinking with Brazilian School Cartography to update the teaching and learning processes in Geography." @default.
- W3200425856 created "2021-09-27" @default.
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- W3200425856 date "2021-01-01" @default.
- W3200425856 modified "2023-10-13" @default.
- W3200425856 title "The Path of School Cartography in Brazilian Geographic Education" @default.
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- W3200425856 doi "https://doi.org/10.1007/978-3-030-79847-5_6" @default.
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