OS MAPAS MENTAIS NA RECONTEXTUALIZAÇÃO DE CONHECIMENTOS GEOGRÁFICOS POR PROFESSORES DOS ANOS INICIAIS

Abstract

Mental maps allow students to actively engage in knowledge construction, developing their analytical, synthesis, and critical thinking skills. The purpose of this article is to highlight how the use of mental maps as a pedagogical strategy in Geography teaching can enhance the development of spatial thinking in teachers and students, as well as the role of continuing education in the production and didactic recontextualization of geographical knowledge by teachers. The discussion is the result of collaborative research with elementary school teachers, in which the research subjects became researchers of their own practice, investigating relevant issues related to teaching and learning. The results indicated that mental maps are spatial representations particularly useful for the construction of spatial thinking, as they help develop skills related to map understanding and analysis, with emphasis on spatial comprehension, pattern visualization, spatial orientation, and problem-solving. Regarding collaborative continuing education, teachers have access to new theoretical perspectives, updated educational resources, and innovative teaching strategies. It can also promote critical reflection of teachers on their own practice, encouraging the search for new pedagogical approaches that value active student participation, critical thinking, interdisciplinarity, and contextualization of geographical content.