GeoGame: jogo didático para a interpretação crítica de representação cartográfica do espaço geográfico

Abstract

Considering that the object of study of Geography is the geographical space, we affirm that it is essential that the school teaching of Geography be able to enable students to develop skills and competences necessary to read and understand space and its analytical dimensions, such as landscape – whose highlighted content is that of morphology - and the territory – with emphasis on power relations. Thus, knowing how to read landscapes, understanding the contradictions of the territory and thus interpreting the cartographic representation of space with this perspective is a way to grasp reality in an updated, critical and contextualized way. Thus, the present work aims to produce a didactic game about the critical interpretation of cartographic representation of geographical space, to be used by elementary school students in the process of teaching and learning in Geography. The game produced is characterized by being digital and compatible with one of the most used platforms in the world for the operation of smartphones – Android. Thus, the research was structured from bibliographical research on geographical space, landscape, territory, cartographic representation of space, didactic game and teaching of Geography. Also, lectures were held and dialogued about the content of the game developed, with students of the 9th grade of elementary school of state public school of Santa Cruz (RN), as this is the space of professional praxis of the author of the work; application of a questionnaire with these students about the teaching of Geography; and application of the game developed in the same school space, with the analysis of the data resulting from this application. Thus, we conclude that the proposed game is an important didactic resource, as it offers the Geography teacher interesting methodological alternatives for the development of skills and competences defined in the official documents of the country, thus enabling students to read critically the cartographic representation of geographical space.