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through experience of Cartography courses taught throughout Brazil, that a signifi-
cant number of Elementary School teachers are reluctant to give their pupils
cartographic activities and exercises. They claim that this is due to limited educa-
tion in this area. This should be taken into consideration given that the majority of
these teachers come from Pedagogy courses, which do not have a tradition of
offering subjects that deal with these topics.
Even for the Geography graduate, working in the Cartography area it is not an
easy task. Despite the significant number of hours dedicated to Teaching Practice,
courses such as School Cartography are rarely present among the compulsory
disciplines that make up the core curriculum of teacher training courses in Brazil.
We consider that the further education of graduates should take into account the
specialties of school education, which, according to Santos and Kulaif (
2006
),
should be one of the instruments that allow a human being to become a conscien-
tious and free individual. For the author, well-taught School Geography teaches a
pupil to become conscious of his/her spatial reality, for which the intervention of
the teacher is necessary in terms of integrating local spatial logic with global spatial
logic in his/her classes.
In the attempt to give credit to such a thought, Cartography and other related
disciplines are fundamental in educating the graduate. The authors stress that
cartography being a visual medium (language) is a powerful tool in creating a
school geography that is more dynamic at elementary and secondary school level
(Santos and Kulaif
2006
).
5.2 Objectives
The main objective of this article is to present a methodology of continuing education
for teachers from CECEMCA/UNESP, in the area of Cartography, based on the
formation of study groups conducted by tutors. It also aims to share some of the
activities related to the preparation of sketch maps, conducted by a teacher who
attended the Continuing Education Course for Primary School Teachers. This study
aims to illustrate the possibilities of representation the pupils came up with in the
early years of elementary school as results of the experiments in the classroom
organized and applied by teachers who participated in the study groups. These
participants can contribute as specialists in the area and in Primary School teachers.
5.3 Continuing Education Course for Teachers
and the Practice of Recording
In the topic, Teacher Knowledge and Professional Education by Maurice Tardif
(Tardif
2010
) the author asserts that it is not possible to disassociate teacher
knowledge from aspects involved in their daily work routine, from the teacher's
personal life and professional background:
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