Cartography at Elementary School Level: Continuing Education of Teachers and Experiences in the Classroom - Maps for the Future Children Education and Internet - page 63

transferring, depositing, offering and donating to another, to become a victim of his own
thinking, the intelligibility of things, facts and concepts. The task of the educator, who
consistently thinks right, is employing, as a human being, the irrecusable practice of
understanding reality via objective logic, challenging the student with whom he/she
communicates and producing understanding of what is being communicated. There is no
intelligibility that is not communication and intercommunication, and that is not based on
dialogicality. Right thinking is dialogical and therefore not controversial (Freire 2005 ).
The authors presented here agree about knowledge through practice, gaining
knowledge through means of challenge and communication, whose experiences can
and should be shared through records of teaching practices. According to Freitas and
Yokoro ( 2009 ), in the article Cartography in Continuing Education of Teachers:
Myths, Fears and Living Experiences, which presents some of the results obtained in
training activities of teachers from CECEMCA/UNESP, the teacher's training will
only be of an effective, definitive and permanent character when they are aware that
they are first and foremost responsible for their education and retainers of the
knowledge and experiences arising from their teaching practices, which must be
shared and improved for the consolidation of knowledge in their pupils.

5.4 Experiences with School Cartography

Cartography is presented in Geography as a discipline whose theoretical and
technical foundations allow for the exploitation and enhancement of the capabilities
of primary school pupils, such as their observation skills, acquisition of knowledge,
power of explanation, comparison and representation of space and its transforma-
tion, by means of elementary topological relations, reading and interpretation and
preparation of sketches and maps to represent characteristics of their living space,
personal space, as well as different landscapes and geographical space.
L´via de Oliveira's pioneering work, which lays the foundation for School
Cartography in Brazil was based on the theoretical framework of Piaget and was
the reference point for a significant amount of the work that researchers produced
afterwards.
In her thesis for full professorship, defended in 1978, Oliveira presents the
Methodological and cognitive framework for maps (Oliveira 1978 ), a contribution
to laying the methodological foundations of map study in Geography:
In this study we set out to approach the map from a cognitive and methodological point of
view. It was designed, therefore, in order to contribute to the foundations of a map
methodology (Oliveira 1978 ).

The author adheres to Piaget's studies on the child's intellectual development
over space, which states that topological spatial relations are the first to be
established by the child, both on a perceptive and representative level, and it is
in the framework of

topological relations that the Projective and Euclidean

relations will be developed (Oliveira 2008 ).