Advertisement

The Transition from the Analytic to Synthesis Reasoning in the Maps of Geographic School Atlases for Children

  • Marcello MartinelliEmail author
Chapter
Part of the Lecture Notes in Geoinformation and Cartography book series (LNGC, volume 5)

Abstract

At the end of nineteenth century, geographic school atlases gained credit among didactic materials. The “Atlas do Império do Brazil” of Almeida was the first Brazilian school Atlas. Currently there are many geographic school atlases on a variety of formats. Elaborating a school atlas is not a simple task. The first step for its coordination is the integrated interlacement of two fundamental orientations: the teaching of the map, based on the construction of the space notion by the student and its representation; and the teaching through the map, founded on the knowledge of the world from the nearby—the place—to the distant—the worldwide space. Regarding thematic maps, the representation of the reality can be carried out within analytic or synthesis reasoning. Analytic maps represent places, paths or areas characterized by attributes or variables. Synthesis maps identify groupings of places, paths or areas characterized by groupings of attributes or variables.

References

  1. Almeida RD (2001) Do desenho ao mapa: iniciação cartográfica na escola. Contexto, São PauloGoogle Scholar
  2. Almeida RD, Passini EY (1989) O espaço geográfico: ensino e representação. Contexto, São PauloGoogle Scholar
  3. Almeida RD et al (1997) Atividades cartográficas. vol 4. São Paulo, AtualGoogle Scholar
  4. Antunes AR et al (1993) Estudos sociais: teoria e prática. Access, Rio de Janeiro, AccessGoogle Scholar
  5. Beguin M, Pumain D (1994) La représentation des données géographiques: statistique et cartographie. Armand Colin, ParisGoogle Scholar
  6. Bertin J (1973) Sémiologie graphique: les diagrammes, les réseaux, les cartes. Mouton, Gauthier-Villars, ParisGoogle Scholar
  7. Bertin J (1977) La graphique et le traitement, graphique de l’information. Flammarion, ParisGoogle Scholar
  8. Claval P, Wieber JC (1969) La cartographie thématique comme méthode de recherche. Les Belles Lettres, ParisGoogle Scholar
  9. Gimeno R (1980) Apprendre à l’école par la graphique. Retz, ParisGoogle Scholar
  10. Martinelli M (1998) Mapas e gráficos: construa-os você mesmo. Moderna, São PauloGoogle Scholar
  11. Martinelli M (2003) Atlas geográfico: natureza e espaço da sociedade. Editora do Brasil, São PauloGoogle Scholar
  12. Martinelli M (2005) A student geographic atlas for the natural and social spaces learning. In: Proceedings of the ICA ICC 2005, A CoruñaGoogle Scholar
  13. Martinelli M (2011a) Atlas geográficos para escolares: uma revisão metodológica. In: Almeida RD (ed) Novos rumos da cartografia escolar: currículo, linguagem e tecnologia. Contexto, São PauloGoogle Scholar
  14. Martinelli M (2011b) Os mapas da geografia e cartografia temática. Contexto, São PauloGoogle Scholar
  15. Martinelli M, Ferreira GML (1995) L’atlas géographique illustré: un premier atlas pour les enfants. In: Proceedings of the ICA ICC 1995, BarcelonaGoogle Scholar
  16. Oliveira L (1978) Estudo metodológico e cognitivo do mapa. USP-IG, São PauloGoogle Scholar
  17. Oliveira L (2006) Os mapas na geografia. Geografia 31(2):219–239Google Scholar
  18. Piaget J, Inhelder B (1972) La représentation de l’espace chez l’enfant. PUF, ParisGoogle Scholar
  19. Rimbert S (1968) Leçons de cartographie thématique. Sedes, ParisGoogle Scholar
  20. Vygotsky LS (1998) A formação social da mente. São Paulo, Martins FontesGoogle Scholar
  21. Wallon H (1995) A evolução psicológica da criança. Edições 70, LisboaGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  1. 1.Departamento de Geografia—Pós-graduação, Programa Geografia Humana, Faculdade de FilosofiaLetras e Ciências Humanas—Universidade de São PauloSão PauloBrazil

Personalised recommendations