Geoscience Reference
In-Depth Information
Date Level Title
Short abstract
2008 M
Teacher's practices in terms of place and
school cartography in the context of
collaborative research
This study discusses how the teachers
that participated in this group of
collaborative research brought about
an exchange and production of
knowledge in terms of teaching about
place through the means of a local
atlas. It was concluded that the
change in their practices could not be
obtained without interacting with the
research group
The teachers learn to use the maps and
photos of the atlas as a way to teach
geographical concepts, which they
didn't do adequately before the study
(Locali 2008 )
Based on this body of research we reached the following conclusions about
teaching with a local atlas and the fallout of a collaborative group:
￿ The teachers' knowledge and practices about place are not composed of a clearly
defined and continuous space. Their knowledge is composed of fragments of
space and time, mediated by physical and symbolic elements with which they
come into contact, so are fragmented too.
￿ Immigrants and the media give rise to “place” a cultural diversity, leading to a
historical discontinuity between the concepts of social groups who attend the
school. This causes serious difficulties when teachers are focused only on the
teaching of geography and historical development of the region without taking
into account the cultural references of the students.
￿ The local Atlases should be less standardized and more open to the inclusion of
cartographic representations with content related to the culture of the students
and the teaching practices of teachers.
Another important topic for the study of School Cartography is related to the
origins of the content of cartography in the school curriculum. Based on the ideas of
Ivor Goodson ( 2001 ), a study was conducted of the didactic Geography topics
published from 1824 to 1940. In this study, concluded in 2010, we discovered that a
set of notions, concepts and topics, such as “Direction and Orientation”, “Shape of
the Earth” and the “Movements of the Stars”, “Imaginary lines: Parallels and
Meridians”, “Geographic coordinates/Latitude and Longitude”, “Map” and
“Globe” are items that have remained in the curriculum throughout the last two
centuries (Boligian 2010 ). Besides this, they are taught in nearly the same way even
today. Even though teachers today use advanced resources, the teaching method
remains quite descriptive.
Currently, we are carrying out investigations of the topic Multimedia Cartogra-
phy, Internet and Knowledge . In 2010, research about Cartography in the Cyber
Culture Age: mapping other types of Geography in Cyberspace (Canto 2010 ) was
Search WWH ::




Custom Search