CARTOGRAPHIC SYMBOLIZATION IN THEMATIC MAPS – NA EXPERIENCE IN MIDDLEE SCHOOL EDUCATION

Abstract

Cartographic symbolization is comprised of a variety of graphic elements used by Cartography to facilitate visual communication in the process of spatial representation. Becoming familiar with cartographic symbolization from elementary school is crucial for developing citizens proficient in map reading. This article reports on the planning and implementation of a teaching-learning proposal for reading cartographic symbolization in thematic maps of Brazil by 7th-grade students in Middle School. In the planning, the assumptions of constructive alignment were adopted, and for the teaching dynamics, the flipped classroom model was used, with the aid of problem situations, supported by thematic maps of Brazil for the identification of visual relationships and variables, as well as the implementation methods used in the representation of phenomena. The results obtained showed progress in students' learning of the content, especially in identifying visual relationships and variables. The research also pointed to the need for adjustments in the class schedule, as the time allocated for Geography classes is insufficient for groups to engage in deeper discussions immediately after solving problem situations.