A Cartografia Escolar e a Teoria das Inteligências Múltiplas no ensino de Geografia: contribuições das geotecnologias no Ensino Fundamental

Abstract

In school cartography, it is possible to develop resources linked to lived spaces through the theory of multiple intelligences (MI), developed by Howard Gardner. Thus, the main purpose of this research was to identify the contribution of Gardner’s theory, considering the use of geotechnologies, to the construction of geographic / cartographic knowledge in Elementary School. First, a review of the literature was written focusing on the concepts of MI and school cartography. Then, a questionnaire was applied to the students in order to evaluate their academic prior knowledge. Next, an educational workshop was held, where thematic notions were presented to the students for their interpretation of cartographic documents and mapping. After that, the students made two maps (one analogue, one digital), which contributed to mobilize the students’ range of intelligences. Finally, a second questionnaire was applied to the students in order to check what, in terms of knowledge, they had acquired. In conclusion, one can highlight that the theory of MI allows the development of student-centred activities, thus contributing to greater success in the teaching-learning process. Keywords: Geotechnologies, Lived Spaces, QGIS, Spatial Intelligence.