O Letramento Cartográfico no Ensino Médio: relato de experiência sobre a integração teoria e prática na Pedagogia

Glenda Souza; Vagner Berto

doi:10.53455/re.v4i1.128

Authors

Glenda Souza Paraná Federal Institute of Education, Science and Technology https://orcid.org/0009-0003-7005-9948
Vagner Berto Paraná Federal Institute of Education, Science and Technology

DOI:

https://doi.org/10.53455/re.v4i1.128

Keywords:

Estágio Supervisionado, Cartografia Escolar

Abstract

Context: This paper presents an experience report of the mandatory internship activity of a student in the Pedagogy Teaching program at the Federal Institute of Paraná, Curitiba campus, in a technical high school located at Benedicto João Cordeiro State School, Elementary, Middle, Normal and Professional Education in Curitiba during the first semester of the year 2023. Methodology: The internship activity was carried out in the teacher training technical course, with a class of 21 students in the 2nd year. They were taking the subject of Literacy Methodology and the didactic intervention proposal chosen by the student for the teaching practice at the end of the internship was Cartographic Literacy. The proposal aimed to present to future teachers the different possibilities of working on literacy and literacy related to the field of Geography with students from Elementary School I, using school cartography as the primary source, especially the characteristics and elements of maps, as well as their use in students' daily lives. Considerations: The internship was a great opportunity for the student to develop communication skills, problem-solving, adaptation to different contexts, decision-making, and time management, as well as improve her practice as a future educator. In addition, the student was able to reflect on the current scenario of Teacher Training students, Pedagogy students, and teachers from both courses, since there are contradictions throughout the training of Pedagogy Teaching students.

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