IGCE – UNESP - Campus de Rio Claro (BRAZIL)
About this paper:
Appears in: INTED2011 Proceedings
Publication year: 2011
Pages: 1263-1268
ISBN: 978-84-614-7423-3
ISSN: 2340-1079
Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain
In this work, we will present the experience of continuing education of teachers in the field of cartography in the period from 11/03/2009 to 11/3/2010, it was held by the Center for Continuing Education in Mathematics Education, Science and Environment (CECEMCA) - UNESP-Rio Claro, in distance learning mode (distance education). This experience was through the extension course set in TelEduc platform. The course was titled "Introduction to Cartography" and aimed primarily: Present concepts of systematic and thematic mapping and its potential application in teaching practices, increase knowledge in the areas of Geography, Cartography and Environment; Offer alternatives for implementing content mapping in the classroom. Moreover, the activities encompassed the reading of texts, and reflections and practices through the Distance Learning Platform. The course was divided into five classes; the first was the presentation of the course, through videos and forum presentations. The second was entitled "Understanding the Basic Cartography," and it had as main objective to discuss concepts related to the issue of scale. The third class turned to the basics of spatial location and orientation, with the title "Cartographic Representations: Concepts of Location and Guidance." The fourth focuses on the theme of time zones and was named "Time Zone: A Different Planet and Schedules." And finally, the fifth and last, called "Thematic Cartography: How to read a map," focused on the Thematic Cartography and its importance in the representation of space. Then, with regard to participants, it can be stated that, in most cases, it constitutes any activity to teachers in public and private schools that that wanted to deepen on the subject of cartography, both in terms of theory and practice. Thus, throughout the course were discussed important issues relating to cartography in teaching practice, that that showed interest from participants, enriching the discussions and exchange experiences. Thus, this distance learning course achieved its goal, training teachers from public and private education in several regions of the country. Then, it made possible to update databases and cartographic concepts related to science, and enables the exchange of teaching experiences, contributing to the expansion of educational practices applicable in the classroom, it includes cartography. Because it is a distance learning course, there was the possibility of interaction between the different realities that were experienced by education professionals allocated in different regions of Brazil. The platform TelEduc proved to be an environment conducive for distance learning courses, and it supplied the needs of students and the tutor. However, it is important to evaluate the inclusion of new tools, such as chat (which could have an integrative function, providing the greatest relationship of students from dialogues linked or not the contents offered at scheduled times or not, with or without the presence of tutor). And finally, it can be stated that the theme of cartography was very appropriate to teacher training, and it gave breadth in terms of themes and possibilities for development and implementation of educational practices in order to contribute to teaching, enriching the teaching-learning.
Distance Education, Cartograph, continuing education of teachers.