Experiências sobre a alfabetização cartográfica nas escolas angolanas

um contributo ao processo de ensino-aprendizagem da Geografia

Abstract

This research analyzes cartographic literacy experiences developed in the context of Angolan schools, as a contribution to the teaching-learning process of Geography. The study aimed to share and analyze the educational activities of cartographic literacy carried out with students of the first cycle of secondary education at the Camela School Complex, in the Municipality of Chinjenje, Huambo Province. The research originated from the observation that many students enter this level of education with significant difficulties in reading, interpreting, and using maps and other cartographic representations. In response to these limitations, cartographic literacy workshops were developed at the aforementioned school complex, in which students had systematic contact with the cartographic alphabet, as well as with activities of reading and interpreting maps, spatial orientation, and representation of geographic space. The research was based on a bibliographic review, based on scientific articles, books, and other relevant references on School Cartography and Geography Teaching, combined with fieldwork and observation of pedagogical practices. The results show that the experiences carried out were pedagogically and didactically relevant, pointing to the need to continuously integrate cartographic literacy into the daily routine of Geography classes, as well as to reinforce the initial and ongoing training of teachers in the field of cartographic language, in order to promote a more critical and meaningful geographical learning.