School cartography and access to higher education: an analysis of how cartographic content is inserted in the entrance examinations of UNESP, UNICAMP, USP and ENEM
DOI:
https://doi.org/10.51359/2594-9616.2023.259622Keywords:
school cartography, access to higher education, entrance examAbstract
The theme of school cartography has been gaining more attention in geography studies, but there is limited discussion about the importance of cartographic language in university entrance exams. Cartographic language is crucial in basic education (elementary school and high school) as it has an interdisciplinary nature and can be used as a teaching tool in various fields of knowledge. This significance is evident in official documents that regulate Brazilian education, such as the National Common Curricular Base (BNCC), which emphasizes the role of cartography as a teaching methodology, particularly in geography. Given its significance in basic education, it is expected that this importance would be reflected in university entrance exams. Therefore, this article aims to address this gap in the field of Brazilian School Cartography by analyzing the entrance exams of three universities in São Paulo State (UNESP, UNICAMP, and USP) and the National High School Examination (ENEM) from the past five editions (2018, 2019, 2020, 2021, 2022). The analysis aims to highlight the frequency of cartography in these exams and the areas of knowledge that utilize it the most, emphasizing its interdisciplinary nature.
References
ALMEIDA, R. D. de. Do desenho ao mapa: iniciação cartográfica na escolar. São Paulo: Contexto, 2006.
ARCHELA, R. S.; THÉRY, H. Orientação metodológica para construção e leitura de mapas temáticos. Confins, n. 3, 2008.
BARBOSA, R. P. A questão do método cartográfico. Revista Brasileira de Geografia, Rio de Janeiro, v. 29, n. 4, p. 117-123, out./dez.1967.
BRASIL – MEC – MINISTÉRIO DA EDUCAÇÃO. Base Nacional Comum Curricular (BNCC). Brasília - DF: MEC, 2018.
CASTELLAR, S.; VILHENA, J. Ensino de Geografia. São Paulo: Cengage Learning, 2010. (Coleção Ideias em Ação)
CASTELLAR, S. A Cartografia e a construção do conhecimento em contexto escolar. In: ALMEIDA, Rosângela Doin de. (Org.). Novos Rumos da Cartografia Escolar: Currículo, linguagens e tecnologia. 1 ed. São Paulo: Contexto, 2011. pp. 121-135.
FAVARÃO, C. F. de M.; ARCHELA, R. S. Ensaio Metodológico de Cartografia no Ensino Fundamental. Geografia (Londrina), [S. l.], v. 20, n. 3, p. 025–034, 2011. DOI: 10.5433/2447-1747.2011v20n3p025. Disponível em: https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/10485. Acesso em: 21 ago. 2023.
FRANCISCHETT, M. N. A Cartografia no ensino da geografia: A aprendizagem mediada. Cascavel: Edunioeste, 2004.
FRANCISCHETT, M. N. A Cartografia no ensino da geografia: Construindo os caminhos do cotidiano. Francisco Beltrao: [s.n], 1997.
GIRARDI, E. P. Proposição teórico-metodológica de uma cartografia geográfica crítica e sua aplicação no desenvolvimento do atlas da questão agrária brasileira. Presidente Prudente: [s.n.], 2008.
IBGE – INSTITUTO BRASILEIRO DE GEOGRAFIA E ESTATÍSTICA. Noções básicas de Cartografia. Rio de Janeiro: IBGE, 1999.
MARTINELLI, Marcello. Mapas da geografia e cartografia temática. 6. ed. São Paulo: Contexto, 2021.
SIMIELLI, M. E. R. Cartografia no Ensino Fundamental e Médio. In: CARLOS, A.F. (Org.). A geografia na sala de aula. 9 ed. São Paulo: Contexto, 2013, v. 1.
SOUZA, J. G.; KATUTA, A. M. Geografia e conhecimentos cartográficos: a Cartografia no movimento de renovação da Geografia brasileira e a importância do uso de mapas. São Paulo: Editora UNESP, 2001.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Paulo Roberto Alves de Araújo Junior
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree to the following terms:
a) Authors retain copyright and grant the REVISTA ENSINO DE GEOGRAFIA (RECIFE) of the Federal University of Pernambuco the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution 4.0 International License. CC BY - . This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, provided that attribution is given to the creator. The license permits commercial use.
b) Authors are authorized to enter into separate, additional contractual arrangements for the non-exclusive distribution of the version of the work published in this journal (e.g., publishing in an institutional repository or as a book chapter), with acknowledgment of its initial publication in this journal.
c) Authors are permitted and encouraged to publish and distribute their work online (e.g., in institutional repositories or on their personal website) at any point before or during the editorial process, as this can lead to productive changes, as well as increase the impact and citation of the published work.
d) The contents of the REVISTA ENSINO DE GEOGRAFIA (RECIFE) are licensed under a Creative Commons Attribution 4.0 International License. CC BY - . This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, provided that attribution is given to the creator. The license permits commercial use.
In the case of copyrighted material to be reproduced in the manuscript, full attribution must be provided in the text; a supporting document of authorization must be sent to the Editorial Committee as a supplementary document. It is the responsibility of the authors, not of the GEOGRAPHY TEACHING JOURNAL (RECIFE) or the editors or reviewers, to indicate in the article the authorship of texts, data, figures, images and/or maps previously published elsewhere.
