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Artykuły w czasopismach na temat "Cartography for children"
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Almeida, Tiago, i Luciano Bedin Costa. "cartografia infantil: enfoques metodológicos seguidos de experiências com crianças e jovens de portugal e brasil". childhood & philosophy 17 (27.02.2021): 01–24. http://dx.doi.org/10.12957/childphilo.2021.56968.
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This article has a double objective that aims to situate, theoretically and empirically, children's cartography as a research methodology. In a first movement, we will situate children's cartography in its epistemological and philosophical bases, having as inspiration the cartographic conceptions of the philosophy of Deleuze & Guattari and his commentators. The introduction of cartography with children shifts our research perspectives to include dimensions that were once imperceptible or relegated to a plane of lesser value: it maps, not just what children see, but what they say, and chronicles the coexistence of children and the world in ways not previously available to adult-organized research vehicles. We illustrate by chronicling two cartographic experiences carried out with children and young people from Portugal and Brazil, and finish with a reflection on how researchers might configure mapping experiences that act to open the worlds of adults and children to each other.
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Njore, Catherine M., Charles Mwangi Kimari i Kuria Thiong’o. "Initiative aiming to introduce children to maps in Kenya". Proceedings of the ICA 2 (10.07.2019): 1–4. http://dx.doi.org/10.5194/ica-proc-2-93-2019.
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<p><strong>Abstract.</strong> The age at which one is introduced to cartography and map making skills has been identified as a major factor in creating interest and awareness in mapping, more so when incorporated in the education system. Additionally, participation of children in various cartographic arts and maps competitions develops their cognitive knowledge and skills. Despite this information, Kenya continues to lag behind in the incorporation of qualified cartographic products into the education curriculum. The objective of this project therefore was to sensitize the various education stakeholders in the country on the need to develop childrens’ cognitive skills and abilities at an early stage in their life. The project, which is at its initial stage, formulated under a book club called “ThinkWords” mainly targets primary school children (4&ndash;10 years) and is currently working with one of the schools based in Nyeri County, Kenya as a pilot project. The children are engaged in various activities which include maps and their uses. Currently the “ThinkWords” club has a membership of 50, which is inclusive of children and their teachers. The ultimate goal of the project is to convince the relevant education stakeholders in the country on the importance of introducing cartography in schools, by sharing the children’s work with the relevant government authorities and stakeholders on need of children themed maps in terms of symbology. The project is then envisioned to be rolled out to other parts of the country and eventually lead to the inclusion of cartographic training skills into the education system.</p>
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Bevilacqua, Silvia. "The Cartography of Childhood. A Parcours of Philosophy for Children / Community and Cartography". ETHICS IN PROGRESS 10, nr 1 (30.05.2019): 54–66. http://dx.doi.org/10.14746/eip.2019.1.5.
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The following reflections are born from some practical and theoretical trajectories undertook by the writer – already since a few years in my research scope – around philosophy for children/community and philosophical practices. The experience of some activities proposed at the Liceo Vasco/Beccaria/Govone in Mondovì during the Cespec Summer School 2017 around the issue of Humanitas in the contemporary society was recently added to these reflections. It is a theme that engaged us in several experiences of Philosophy for Community. Throughout these gatherings, we proposed a cartographic writing and philosophical approach. In particular, this contribution will explore the concept of children cartography (cartografia d’infanzia), as an occasion of translating the philosophical discourse into a map of a philosophical debate, also mutuating the concept of philosophical confluence considered by Pierpaolo Casarin. The adopted perspective is the transdisciplinary border where human geography, philosophy, and writing, as disciplinary subjects, can confound their identities and boundaries in a space of immanence in the making. Summarizing, we intend to highlight the themes, concepts, and practical propositions around some practical and theoretical research trajectories, current and future, which hold implications for all of us (and for humanity). Such practices allow again – and still – the possibility of orienting and losing oneself thanks to the Humanitas.
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Kanakubo, Tositomo. "Cognitive Maps, Children and Educution in Cartography". TRENDS IN THE SCIENCES 2, nr 3 (1997): 68–69. http://dx.doi.org/10.5363/tits.2.3_68.
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Conceição, André Luiz. "CONCURSO DE DESENHOS:". Revista Brasileira de Educação em Geografia 10, nr 20 (31.12.2020): 635–44. http://dx.doi.org/10.46789/edugeo.v10i20.901.
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Esse texto é resultado de projeto escolar desenvolvido por meio de um concurso de desenhos de cartografia para crianças e adolescentes em um sistema de ensino filantrópico com escolas nas cidades de Jundiaí e de São Paulo, tendo como um dos principais objetivos o fortalecimento da cartografia escolar. Realizado ao longo do ano letivo de 2019, o projeto foi inspirado no Concurso Cartografia para Crianças – CCC, realizado nacionalmente pela Sociedade Brasileira de Cartografia – SBC, cuja edição daquele ano abordou o tema “Mapeando o Futuro”. No total, pouco mais de 1300 desenhos foram feitos pelos educandos, resultando em uma multiplicidade de visões de futuro. Cada desenho trouxe uma mensagem, seja ela de esperança para um futuro melhor ou de certa preocupação com o futuro do planeta e da humanidade. Outro importante resultado dessa prática de ensino foi a publicação de um livro que reuniu os cem melhores desenhos, intercalados com pequenos relatos de alunos, docentes e orientadoras pedagógicas que participaram de todo o processo. Conclui-se que todo o projeto contribuiu para a formação de cidadãos mais capacitados para a leitura e a interpretação de representações cartográficas, o que auxilia na localização e no deslocamento espacial. Complementa-se a isso, o desenho como uma das principais estratégias para a alfabetização cartográfica de crianças e adolescentes. PALAVRAS-CHAVE Cartografia, Desenho, Ensino de Geografia. DRAWING CONTEST:strategy to strengthen school cartography in geography teaching ABSTRACT This text is the result of a school project developed through a contest of cartography drawings for children and teenagers in a philanthropic education system with schools in Jundiaí and São Paulo, one of the main goals of this project is to strengthen school cartography. Offered throughout the 2019 academic year, the project was inspired by the Cartography for Children Contest - CCC, offered nationally by the Brazilian Cartography Society - SBC, whose edition of that year addressed the theme “Mapping the Future”. In total just over 1,300 drawings were done and handed by students, the result was the multiplicity of visions about the future. Being simpler or more elaborate, each drawing brought a message about hope for a better future or about showing a certain concern related to the future of the planet and humanity. Another important result of this teaching practice was the publication of a book that brought together the 100 best drawings, interspersed with short reports from students, teachers and pedagogical advisors who participated in the entire process. Therefore the whole project contributes to the formation of citizens more capable of reading and interpreting cartographic representations, which helps in the location and spatial locomotion. In addition, the drawing can be one of the main strategies for cartographic literacy of children and teenagers. KEYWORDS Cartography, Drawing, Geography teaching.
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Andrade, Leia de, Maria Teresa Machado Vilaça i Ruth Emília Nogueira. "A IMPORTÂNCIA DO LIVRO DIDÁTICO NO ENSINO DA CARTOGRAFIA ESCOLAR EM GEOGRAFIA PARA CRIANÇAS COM DEFICIÊNCIA VISUAL". Revista Brasileira de Educação em Geografia 8, nr 16 (22.01.2019): 294–311. http://dx.doi.org/10.46789/edugeo.v8i16.544.
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O presente artigo é resultado de uma investigação sobre o ensino de cartografia em escolas de Portugal. Com o objetivo de compreender como estava o ensino de cartografia nos anos iniciais para as crianças com deficiência visual e normovisuais, por meio da análise dos livros didáticos utilizados pelos professores. Foram selecionados oito livros didáticos de Geografia dos anos iniciais, escolhidos critérios sobre como o conteúdo cartográfico é apresentado e analisados os conceitos de: orientação, lateralidade, proporção, projeção, escala e tipos de mapas. Os livros didáticos de Geografia observados concentram imagens das casas e do cotidiano dos estudantes. É por meio da utilização do livro como recurso que se apresentam os múltiplos aspectos dos conceitos relacionados com a cartografia, constituindo-se também como uma produção cultural em que as crianças constatam com diferentes linguagens. É preciso ainda destacar a importância dos métodos de ensino para a aprendizagem e o desenvolvimento social e cultural das crianças com necessidades educativas especiais, ressaltando o papel da cartografia escolar no ensino de Geografia como fator determinante para apreender e compreender o espaço geográfico e suas representações para o desenvolvimento da competência de leitura do mundo, que está relacionada com as vidas das crianças e os espaços por elas construídos.Palavras-chaveCartografia escolar, Livros didáticos, Ensino de Geografia, Crianças com deficiência visual, Portugal.THE IMPORTANCE OF TEXTBOOKS IN THE TEACHING OF SCHOOL CARTOGRAPHY IN GEOGRAPHY FOR CHILDREN WITH VISUAL DISABILITYAbstractThis paper is a result of a research regarding how the teaching of cartography in the Portuguese schools is, with the objective to understand how was teaching of cartography occurs in the initial years of schooling for children with visual disability, the textbooks used by teachers were analysed. Eight textbooks of geography were selected from the initial years of schooling. Criteria on the way the cartographic content is presented were chosen and the concepts of orientation, laterality, proportion, projection, scale and types of maps were analysed. The textbooks of Geography analysed, concentrate images of the houses and daily life of students. It is the use of the textbook as a resource, that the multiple aspects of the concepts related to cartography are presented to students, also constituting themselves as a cultural production in which the children contact with different languages. The importance of the teaching methods for the learning and social and cultural development of children with special educational needs and do not emphasize the role of the school cartography in the Geography teaching as a determining factor to understand the geographic space and its representations for the development of the world reading competence, which is related to the children's lives and spaces constructed by them.KeywordsSchool cartography, Textbooks, Geography teaching, Children with visual impairment, Portugal.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br
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Trifonoff, Karen M. "Creativity, Art and Cartography in Geographic Education". Cartographic Perspectives, nr 33 (1.06.1999): 49–59. http://dx.doi.org/10.14714/cp33.1020.
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Elementary children can learn about maps, but what they do learn depends in large part on the background and training of the teacher. Teachers who engage in mapping activities often lack training in the technical aspects of map making, along with a lack of knowledge of the role of art, design, and creativity in the cartographic process. An activity designed to help elementary and middle school teachers integrate artistic perspectives and mapping is outlined. The workshop proved to be an effective vehicle for increasing teachers' knowledge of both map making and art and gave them an outline for a map making activity that could be adapted to any grade level.
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Stella, Massimo, i Manlio De Domenico. "Distance Entropy Cartography Characterises Centrality in Complex Networks". Entropy 20, nr 4 (11.04.2018): 268. http://dx.doi.org/10.3390/e20040268.
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We introduce distance entropy as a measure of homogeneity in the distribution of path lengths between a given node and its neighbours in a complex network. Distance entropy defines a new centrality measure whose properties are investigated for a variety of synthetic network models. By coupling distance entropy information with closeness centrality, we introduce a network cartography which allows one to reduce the degeneracy of ranking based on closeness alone. We apply this methodology to the empirical multiplex lexical network encoding the linguistic relationships known to English speaking toddlers. We show that the distance entropy cartography better predicts how children learn words compared to closeness centrality. Our results highlight the importance of distance entropy for gaining insights from distance patterns in complex networks.
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Radičević, Z., Lj Jeličić Dobrijević i M. Subotić. "Auditory information processing in children with subepileptic activity examined by EEG cartography". Clinical Neurophysiology 126, nr 9 (wrzesień 2015): e182. http://dx.doi.org/10.1016/j.clinph.2015.04.041.
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Almeida, Rosângela Doin de. "CARTOGRAFIA PARA CRIANÇAS E ESCOLARES: uma área de conhecimento?" Revista Brasileira de Educação em Geografia 7, nr 13 (14.08.2017): 10–20. http://dx.doi.org/10.46789/edugeo.v7i13.483.
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A Cartografia para Crianças e Escolares, após vinte anos de produção, consiste em conhecimentos presentes, entre outros meios, em artigos, livros, teses e dissertações. Isto leva à consideração a respeito da validade científica dessa produção com base na metodologia da pesquisa em educação principalmente. O objetivo do artigo é levantar questionamentos com vistas à melhoria da qualidade da produção científica nesse campo. PALAVRAS-CHAVE Cartografia escolar. Pesquisa educacional. Metodologia de pesquisa.CARTOGRAPHY FOR CHILDREN AND SCHOOLS: an area of knowledge?ABSTRACT Cartography for Children and Schools, after twenty years of production, consists of present knowledge, among other means, in articles, books, theses and dissertations. This leads to consideration regarding the scientific validity of this production based on research methodology in education mainly. The objective of the article is to raise questions with a view to improving the quality of scientific production in this field. KEYWORDSSchool cartography. Educational research. Research Methodology.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br
Rozprawy doktorskie na temat "Cartography for children"
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da, Silva Ramos Cristhiane, i cristhiane ramos@rmit edu au. "Establishing fundamental theories for internet atlas realisation with application in the Brazilian primary education system". RMIT University. Mathematical and Geospatial Sciences, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070109.100627.
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This thesis addresses a research programme that aimed to provide an open standard methodology for publishing Brazilian local primary school atlases on the World Wide Web. It also aims to contribute to the use of computer laboratories provided to Brazilian primary schools by the Brazilian government. Using a local school atlas as the source of information, a Web-based prototype of the School Atlas of Rio Claro (SP) was developed in SVG (Scalable Vector Graphics). SVG is a vector-based standard for publishing interactive graphics on the Web validated by the Web Consortium. This prototype was tested with a group of Brazilian primary school teachers. The test was conducted with fourteen teachers, all of them were familiar with the paper version of the School Atlas. During weekly meetings, the participants took notes to discuss and reflect about the practices held in school with local maps. The main test carried out with teachers was to prepare a paper activity based on the atlas content. The idea behind this activity was to foster teachers to leave a passive role as mere users and interact with the product in a more active fashion. In order to enable them to take full advantage of simple digital tools they were briefly trained to capture screen, use image editing software (they were instructed on the use of Paint, an image editing application available in Windows), and to copy text from the atlas. The results demonstrated that the teachers were keen to interact with the product and, although reproducing some common practices of paper atlas use, they revealed a deep interest on the use of the Internet as a medium for education and the prototype itself. A second test was carried out with a group of atlas developers. They were given a time frame of two weeks to develop an SVG-based atlas using the methodology proposed in this research. They completed the task within the time frame proposed however they indicated that more specific training should be desirable; this finding indicates the need to introduce digital map publishing as a subject to be taught in geosciences undergraduate courses in Brazil. It is believed that open standard methodology proposed here can be applied to other cities also developing local atlases for early geographical education.
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IUNG, ELIANE JORDY. "THE CARTOGRAPHY OF SPACES OF EDUCATION FOR SMALL CHILDREN UNDER THE GAZE OF DESIGN". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32003@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Partindo do tema design e educação, o foco central desse estudo é o espaço escolar, por ser o lugar, para além do espaço familiar, em que as crianças desenvolvem competências e habilidades cognitivas, colhem suas primeiras sensações, impressões e iniciam o processo de grandes transformações físicas, psicológicas e sociais. Embasada em autores como Antônio Fontoura, Sonia Kramer, Maria Apparecida Mamede Neves e Rita Couto, o trabalho assume o desafio de abordar o objeto da investigação tendo campos teóricos estruturados em torno dos conceitos como Design na Educação e Educação Infantil. A investigação considerou as referências conceituais que embasam o recorte teórico de reflexão sobre os espaços escolares, em especial as abordagens de autores como Antônio Viñao Frago, Agustín Escolano, Doris Kowaltowski, Mayumi Lima e Ana Lucia Goulart de Faria. O problema que norteou a presente pesquisa foi o seguinte: Como o Design e a Educação quando aliados podem contribuir com seus respectivos corpos de conhecimento, metodologias e práticas para a criação de um espaço vivo, propício ao desenvolvimento de experiências e aprendizados no âmbito da pré-escola? Guiado por esse problema, foi desenvolvido, na República de São Tomé e Príncipe, África, junto ao trabalho de campo, o projeto de ressignificação e reforma de três escolas piloto - Creche Escola Primeiro de Maio; Jardim de Infância de Monte Café e Jardim de Infância Boa Entrada. Diante das etapas que compuseram o processo de reforma das escolas, o enfoque metodológico do Design em Parceria foi utilizado buscando a validação pelos usuários, ao contribuírem com informações significativas que permitiram a descoberta de soluções apropriadas, gerando um novo valor às configurações e aos ambientes escolares. A ressignificação dos espaços das três escolas não se constituiu apenas em ações relativas aos aspectos físicos do edifício escolar, mas fundamentaram a valorização dos aspectos humanos e pedagógicos, o que tornou os ambientes interativos, estimulantes para o brincar, para a experiência estética. Essa ressignificação também permitiu o estabelecimento de espaços imersivos de percepção e o contato com a natureza. As constatações apontam possibilidades para o desenvolvimento de projetos de escolas com compromisso firmado com a qualidade de vida das crianças e a elaboração de um exemplo de espaço escolar. Ao considerar que escolas são espaços de viver destinados às atividades educacionais no estrito senso, está se afirmando que a aprendizagem escolar não se dá apenas quando as crianças estão dentro de sala de aula. A ressignificação dos espaços escolares se constituiu como experiência piloto, servindo de inspiração para que outras escolas de São Tomé e Príncipe possam também ser contempladas e fornece subsídios para melhorar a qualidade de escolas públicas em contextos semelhantes, dentro da própria África, podendo ser estendida também a escolas de regiões específicas do Brasil.
Starting from the theme design and education, the main focus of this study is the school space, because it is the place, besides the family space, where children develop competences and cognitive abilities, collect their first sensations, impressions and begin the process of great physical, psychological and social changes. Based in authors such as Antônio Fontoura, Sonia Kramer, Maria Apparecida Mamede Neves and Rita Couto, the work takes on the challenge of approaching the object of investigation having theoretical fields structured around concepts such as Design in Education and Child Education. The investigation considered the conceptual references in which is based the theoretical framework of reflection about school spaces, mainly approaches by authors such as Antônio Viñao Frago, Agustín Escolano, Doris Kowaltowski, Mayumi Lima and Ana Lucia Goulart de Faria. The problem that guided the investigation was that: How Design and Education, when allied, may contribute with their respective bodies of knowledge, methodologies and practices for creating a living space, proper to the development, experiences and learning in the scope of the preschool? Guided by this problem, a project was carried out, in the Republic of Sao Tome and Principe, Africa, together with the work field, for the redetermination and renovation of three pilot schools - Creche School Primeiro de Maio; Kindergarten of Monte Café and Kindergarten Good Entrance. In face of the stages that made up the renovation project of the schools, the methodological approach of Design in Partnership was used aiming their validation by the users, by contributing with significant information allowing the discovery of proper solutions, generating a new value to configurations as well as school environments. The resignification of the spaces of the three schools was not made only by actions regarding the physical aspects of the school building, but it founded the valorization of human and pedagogic aspects, creating interactive environments, stimulating the playing, for the aesthetic experience. This resignification also enabled to establish immersive spaces of perception and contact with nature. The findings point to possibilities for developing school projects with a signed commitment with the quality of life of children and elaborating an example of the school space. By considering that schools are living spaces aimed to educational activities in strict sense, it is being said that school learning does not occur only when children are in classroom. The resignification of school spaces was a pilot experience being used as an inspiration so that other schools of Sao Tome and Principe may be contemplated and providing subsides to improve the quality of life of public schools in similar contexts, within Africa itself, and able to also be extended to schools of specific regions in Brazil.
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Fülber, Graziele Gonçalves. "Cartografando com uma criança surda sua infância e suas experiências educacionais". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/56468.
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Esta dissertação tem como objetivo acompanhar, através do método da cartografia, a infância e as experiências educacionais de uma criança surda através de imagens produzidas e escolhidas por ela em uma escola de surdos, uma escola infantil comum e no contexto onde vive com sua família. Articulo o método da cartografia a noções do campo dos Estudos Culturais e dos Estudos Surdos para problematizar a infância e a produção de identidades e da diferença surda. A cartografia é um estudo das relações de forças que compõem um campo específico de experiências, não dependendo de um plano a executar, de um conjunto de competências a adquirir ou de uma lista de habilidades a aplicar em determinado campo pelo pesquisador. A cartografia tem a primazia do encontro, de fazer “falar aquilo que ainda não se encontrava na esfera do já sabido, acessar a experiência de cada um, fazer conexões, descobrir a leitura, a brincadeira, os elos e tudo que vive no cruzamento e nas franjas desses territórios existenciais.” (BARROS e KASTRUP, 2010, p.61). A cartografia é, portanto, uma prática que acompanha um processo. Durante o meu processo investigativo, busquei aproximações com os campos da filosofia e da infância para pensar sobre o pensar, para que possamos olhar de diferentes formas e lugares a infância e a surdez, para talvez reescrever o que já foi pensado e dito na e sobre a educação das crianças surdas. A partir da análise do material empírico, foi possível perceber que a criança surda, para ser criança, subverte a ordem do que é “melhor para a criança surda” a partir da necessidade de ir à escola, onde tem suas refeições garantidas, sua higiene, o cuidado e o educar, estes tão intrínsecos, específicos da educação infantil. Acredito que a educação da infância surda deve acontecer com pares surdos, em uma escola de surdos, mas para isso é preciso fazer alguns deslocamentos, como olhar para a infância, tanto quanto se olha para a surdez, e que a criança não participe dessa escola apenas para ter atendimento educacional especializado para aprender a língua de sinais durante algumas poucas horas na semana. Poderíamos pensá-la primando pela educação do fazer pensar e do conhecimento, onde se tem potência de ser criança e potência para viver a identidade surda, porque o que somos é resultado não somente do que fazemos, mas também do que nos passa e do que experimentamos. Estamos todos, o tempo todo, em processo, em obra na produção de outras formas de existência.This dissertation aims to follow the childhood and educational experiences of deaf children through the images produced and chosen by them in a deaf school, a regular nursery school and where they live with their family based on the method of cartography. This method is articulated with the concepts of Cultural and Deaf Studies to discuss the childhood and the production of identities and of the deaf diversity. Cartography is a study of power relations that makes up a particular field of experience, not depending on a plan to carry out, a set of skills to acquire or of a list of skills to apply in a particular field by the researcher. It emphasizes the gathering, the allowance to "speak what was not yet in the sphere of the already known, to access the experience of each individual, making connections, discovering reading, playing, the links and everything that lies at the intersection and on the fringes of these existential territories. " (BARROS e KASTRUP, 2010, p.61). Cartography is therefore a practice that goes hand in hand with a process. During this research process, the approximations with the fields of philosophy and childhood were sought to reflect about thinking, so that one can look from different perspectives and places at childhood and deafness, perhaps to rewrite what was already thought and said in and about the education of deaf children. The analysis of the empirical data shows that deaf children, to be children, subvert the order of what is "best for the deaf child" starting from the need to go to school, that provides their meals, hygiene the care and education, which are such intrinsic, specific aspects of child education. It is our belief that the education of deaf children should happen among deaf children in a deaf school, but for that it is necessary to make some displacements, such as looking at childhood as much as at deafness, and that the child will not attend this school just to have special classes to learn sign language for a couple of hours a week. It is possible to think of striving for an education that stimulates thinking and learning, in which one has the power to be a child and the power to live deaf identity because what we are is not only a result of what we do, but also what and how we experience it. We are all in constant process, working in the production of other existence forms.
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Abreu, e. Silva Paulo Roberto Florencio de. "Cartografando a construção do conhecimento cartográfico no ensino da geografia". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/76845.
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Este trabalho, que denominamos de desafio, é fortalecido por duas epistemologias que lidam com a construção do conhecimento: a complexidade de Edgar Morin que utilizamos como método e a Epistemologia Genética de Jean Piaget, que nos fortaleceu no entendimento da (des) construção do conhecimento Cartográfico no Ensino Escolar. Como objetivo, estudamos a construção do conhecimento da Cartografia na formação do professor de Geografia e as suas implicações no ensino escolar. Procura inicialmente, sustentar algumas inquietações em nossa jornada enquanto professores e pesquisadores. No ambiente escolar existem deficiências na construção do conhecimento cartográfico, ou não? Existe ou não preocupação dos professores de Geografia em desmistificar o paradoxo do analfabetismo cartográfico no ensino escolar? O ir e o vir, da construção da espacialidade da Geografia utilizando a Cartografia como ferramenta, nos impulsionou a sugerir algumas novidades no sentido de mobilizar transformações, como o Cardápio de informações geográficas/cartográficas e a oficina do Parque de diversão, utilizando a espacialidade cartográfica. Através da pesquisa de cunho qualitativo, o movimento foi realizado nas escolas públicas e particulares da região metropolitana do Recife, na Faculdade/Universidade que formam professores de Geografia (FUNESO e UFPE) e no Departamento de Engenharia Cartográfica da UFPE. Assim, alcançou-se a clareza da necessidade de incluir na matriz curricular dos cursos que formam professores de Geografia a disciplina Cartografia Escolar. Este desafio parece poder gerar outros desafios, na construção de novo objeto; e a partir daí, produzir novas mobilizações, novas construções, num movimento recursivo e dialógico.This work, which we call the challenge, is strengthened by two epistemologies that deal with the construction of knowledge: the complexity of Edgar Morin that we used as method and the Genetic Epistemology by Jean Piaget that strengthened us in understanding the (dis) construction of Cartographic knowledge in School Education. As a goal, we study the construction of knowledge of cartography in Geography teacher’s training and its implications in school education. It looks for initially to sustain some concerns on our journey as teachers and researchers. Are there or not the deficiencies in the school environment in the construction of cartographic knowledge? Is there or not concern from Geography teachers in demystifying the paradox of cartographic iliteracy in school education? The come and go of construction of the spatiality of Geography and Cartography as tool motivated us to suggest some new stuff in order to mobilize transformations, such as geographic/cartographic information Menu workshop and the amusement park, using the cartographic spatiality. Through the qualitative research, the motion was held in public and private schools in the metropolitan area of Recife, in the College / University which trains Geography teachers (FUNESO and UFPE) and the Department of Cartographic Engineering UFPE. Thus, it was achieved the clarity of the need to include Cartography School in the curriculum of the courses that train Geography teachers. This challenge seems to generate other challenges in building new object, and then to produce new movements, new constructions, in a recursive and dialogic movement.
Este trabajo, que llamamos Desafío, se ve reforzada por dos epistemologías que tienen que ver con la construcción del conocimiento: la complejidad de Edgar Morin que utilizamos como método y la epistemología genética de Jean Piaget, que hemos reforzado la comprensión de la (de) construcción del conocimiento de Ingeniería Cartográfica en la educación escolar. Como objetivo, se estudia la construcción del conocimiento de cartografía en la capacitación del profesor de geografía y de sus implicaciones para la enseñanza en la escuela. Busca inicialmente sostener algunas preocupaciones en nuestro camino como profesores e investigadores. En el ámbito escolar existen deficiencias en la construcción del conocimiento cartográfico, o no? Existe o no la preocupación de los profesores de Geografía en la desmitificación de la paradoja de la alfabetización cartográfica en la educación escolar? El ir y venir de la construcción de la espacialidad de Geografía y Cartografía con la función, nos llevó a sugerir algunas nuevas transformaciones para movilizar, como el menú de información geográficos/cartográficas y taller de parque de atracciones, con la espacialidad cartográfica. A través de la investigación cualitativa, la moción se llevó a cabo en las escuelas públicas y privadas de la región metropolitana de Recife, en el Colegio / Universidad de capacitación a los profesores de Geografía (FUNESO y UFPE) y en el Departamento de Ingeniería Cartográfica UFPE. Así se logró claramente la necesidad de incluir en el currículo de los cursos de formación de profesores de Geografía la disciplina Cartografía Escolar. Este desafio parece generar otros desafíos en la construcción de nuevos objetos, y de ahí producir nuevas movilizaciones, nueva construcción, en un movimiento recursivo y dialógicas.
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Mainclová, Jana. "Kartografická díla pro děti předškolního věku". Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2012. http://www.nusl.cz/ntk/nusl-225610.
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The principal aim of this master´s thesis has been to analyze the available Czech and foreign cartographic works that may be used wholly or partly for preschool children. A design and a model of an orientation map of a village for educational needs in nursery schools and the first stage of primary schools are part of the work. A basic map of the village of Boretice (a disctrict of Breclav) has been used as a basis for creation of my own design of a map. The usability of the newly designed map has been tested in the local nursery school.
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Parra, Márcia Letícia de Vasconcelos. "Crianças em área de vulnerabilidade social". Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/15027.
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This study discusses the problematic of Brazilian children, from 7 to 13 years old that live and study in a socially vulnerable region, in an educative institution in a devoid community in Belo Horizonte/Minas Gerais. It points out some issues found in the children's lives and its effects in the process of formation of the learning desire. The cartographic method was used to raise the postures and the affections lived by this or that child in the territories they move. Among the theoretical referential authors, it can be highlighted Gilles Deleuze, Félix Guattari, Luiz B.L. Orlandi, Suely Ronilk and Sonia Regina Vargas Mansano. The study searched to decipher signs, to locate territories that made sense, to create other meanings for the sensations, making possible to the children to participate in a more powerful way of the cultural universe. Concomitant surveys have been carried through: schizo-analytical vectors favorable to cartography, especially the vector joy and the vector sadness, that had been associated to the children's life reality; survey of the concrete multiplicity, that is, of the hard lines that had composed the situation; survey of the statements that crossed certain situation in different sides; election of the children, in order to facilitate research; cartography of the postures that were distributed in longitude (movement and rest, speed and slowness) and latitude (ability to affect and to be affected) in the intensive and extensive meetings. Among the evaluated situations, notable points have been selected. They were organized and analyzed in four blocks: not-learning; drug traffic and violence; indiscipline, as a variation of the creative power and the control devices adopted by the school; and the situation of the imperfect bodies included in the school reality
Este estudo discute a problemática de crianças brasileiras, de 7 a 13 anos, que vivem e estudam em região de vulnerabilidade social, em uma instituição educativa numa comunidade carente em Belo Horizonte/Minas Gerais. São apontadas algumas questões encontradas na vida das crianças e os efeitos no processo de formação do desejo de aprender. Foi utilizado o método cartográfico para levantar as posturas encontradas e os afectos vividos por esta ou aquela criança nos territórios pelos quais ela se move. No referencial teórico destacam-se os autores Gilles Deleuze, Félix Guattari, Luiz B. L. Orlandi, Suely Ronilk, Sonia Regina Vargas Mansano. O estudo buscou decifrar signos, localizar territórios que fizeram sentido, criar outros sentidos para as sensações, possibilitando às crianças participarem de maneira mais potente do universo cultural. Foram realizados levantamentos concomitantes: os vetares esquizoanaliticos favoráveis ao cartografar, especialmente o vetar alegria e o vetar tristeza, que foram associados à concretude da realidade da vida das crianças; levantamento da multiplicidade concreta, ou seja, das linhas duras que compuseram a situação; levantamento dos enunciados que a cruzam de vários lados; seleção das crianças, tendo em vista facilitar a pesquisa; cartografia das posturas que se distribuiram em longitude (movimento e repouso, velocidade e lentidão) e latitude (poder de afetar e ser afetado) nos encontros intensivos e extensivos. Foram selecionados os pontos notáveis entre as situações pesquisadas. Estas foram organizadas e analisadas em quatro blocos: a não-aprendizagem; o tráfico de drogas e a violência; a indisciplina, como variação da potência criadora e os dispositivos de controle adotados pela escola; a situação dos corpos imperfeitos ingeridos na realidade escolar
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Juliasz, Paula Cristiane Strina. "O pensamento espacial na educação infantil: uma relação entre geografia e cartografia". Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-14072017-162631/.
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O pensamento espacial é uma atividade cognitiva desenvolvida no cotidiano e pode ser sistematizado pelas mais diversas disciplinas escolares, principalmente pela Geografia. Os conceitos, as representações e habilidades espaciais são componentes dessa forma de pensamento. A compreensão do conceito de pensamento espacial e a investigação de como pode ser desenvolvido de forma sistematizada na escola torna-se ponto central na contemporaneidade, composta pelas mais diversas linguagens que representam o espaço. Reconhecendo tal importância, constatamos a ausência de referenciais para o seu desenvolvimento por crianças em atividades escolares, com o enfoque geográfico, na Educação Infantil. Como objetivo principal, destaca-se a proposição de referenciais teóricometodológicos para o conhecimento espacial de crianças de quatro a seis anos. Parte-se da seguinte pergunta de pesquisa: quais habilidades e conceitos espaciais podem ser abordados em atividades para o desenvolvimento do pensamento espacial de crianças de 4 a 6 anos? Para respondê-la e alcançarmos o objetivo principal, os objetivos específicos constituem pauta de trabalho para o desenvolvimento da investigação: sondar e analisar a pertinência, as possibilidades e a abordagem das noções espaciais na Educação Infantil; desenvolver situações de ensino, com base nas teorias norteadoras sobre pensamento espacial, desenho infantil e construção de conceito sob a perspectiva histórico-cultural; compreender os padrões estabelecidos nas representações gráficas realizadas pelas crianças; compreender os diálogos entre as crianças. As sequências de atividades são instrumentos da investigação, cada uma apresenta seus objetivos próprios, com base na representação, no conceito e nas habilidades do pensamento espacial. As três sequências de atividades têm como conceito central a Localização. A primeira trata especificamente do espaço próximo, aquele de vivência, enquanto as outras duas mobilizam o conhecimento geográfico a partir de aspectos distantes de suas vivências imediatas. Para analisarmos a expressão do pensamento espacial, narramos os acontecimentos principais da atividade, transcrevemos as vídeo-gravações e mapeamos os registros de acordo com o nosso interesse: verificar os conceitos e habilidades espaciais. Compreendemos que o desenho consiste em uma linguagem que concretiza e reflete o raciocínio espacial, envolvendo importantes princípios da cartografia e da geografia. A concepção assumida é a da infância enquanto categoria social e a criança enquanto sujeito de direito ao conhecimento e, neste caso, espacial. A criança é pensada nesta pesquisa como ser capaz de aprender, refletir, criar, trocar, dialogar e ensinar sobre o espaço. Ao longo da análise dos dados de pesquisa, concluímos que as palavras são elementos fundamentais que concretizam o modo de pensar, no caso, a habilidade do pensamento espacial, e o desenho é parte da iniciação cartográfica. Afirmamos nesta tese a relação direta da Geografia no desenvolvimento do pensamento espacial, tendo em vista a própria natureza desta ciência, e também da Cartografia enquanto linguagem que materializa essa forma de pensar. Defendese, assim,o conhecimento geográfico na Educação Infantil, por meio do pensamento espacial, pois as crianças podem ampliar seus conhecimentos espaciais.Spatial thinking, comprised of concepts, representations and spatial abilities, is a cognitive activity developed in everyday living, and can be systematized through different school disciplines, mainly Geography. The comprehension of this concept and the investigation of how it can be developed and systematized in schools are critical points, involving different languages that represent the space. Considering this, we noticed the absence of references in geography-focused school activities for the development of spatial thinking. Our main objective is to propose theoretical and methodological references for the spatial knowledge of children aged between 4 and 6 years old. The research is based on the following question: Which spatial abilities and concepts can be addressed in activities aimed at developing spatial thinking in children aged 4 to 6 years old? To answer this question and achieve the main objective, the specific objectives were: a) to investigate and analyze the pertinence, possibilities and approaches regarding the spatial notions in childrens education; b) develop teaching situations based on guiding theories about spatial thinking, childrens drawing and the concept construction under a historical and cultural perspective; c) understand the patterns in childrens graphic representations; and d) analyze the childrens dialogues. Three series of activities with distinct objectives were proposed and analyzed as investigation instruments, based on the spatial thinking representation, concept, and abilities. All the activities addressed the central concept of Location. The first activity series deals specifically with the space nearby, the existence space, while the two other series are related to the geographic knowledge regarding distant aspects. In order to analyze spatial thinking expression, we narrated the main outcomes of the activities, transcribed the video recordings, and mapped the resulting data according to our interests; i.e., verify the spatial concepts and abilities. Drawing consists in a language that concretizes and reflects spatial reasoning, involving important principles of Cartography and Geography. The present research adopted the conception of childhood as a social category, and the child is the subject of the right to acquire knowledge, in this case, spatial knowledge. In this research, children are considered capable of learning, reflecting, creating, exchanging experiences, dialoguing, and teaching about the space. The analysis of the research data allowed us to conclude that drawing is part of the cartographic initiation, and words are fundamental elements that concretize the way of thinking, in this case, spatial thinking ability. In this thesis, we reaffirm the direct relationship between Geography and the development of spatial thinking, considering the very nature of this Science, and Cartography as the language used to materialize this way of thinking. The present thesis defends the development of spatial thinking in childrens education as a way to broaden the spatial knowledge and the construction of spatial concepts by the children.
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Delion, Matthieu. "La chirurgie éveillée chez l'enfant Specifities of awake craniotomy and brain mapping in children for resection of supratentorial tumours in the language areas". Thesis, Angers, 2016. http://www.theses.fr/2016ANGE0073.
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Chez l’enfant, la chirurgie éveillée avec cartographie corticale et sous corticale per opératoire(CECCSC) est peu réalisée et très peu décrite dans littérature. Il s’agit cependant de la technique de référence pour optimiser la résection chirurgicale d’une tumeur sustentorielle située en zone « éloquente ». Le pronostic vital et fonctionnel de ces enfants est en effet intimement lié à la qualité de l’exérèse chirurgicale. Le fil rouge de ma thèse a donc été de transférer la CECCSC de l’adulte à l’enfant. Le premier travail de cette thèse a été d’étudier, à travers notre expérience clinique, la faisabilité de cette procédure chez les enfants. Nous avons montré que la CECCSC était réalisable dans cette population avec un bon résultat fonctionnel et radiologique. Certaines spécificités doivent cependant être prises en compte notamment en ce qui concerne le conditionnement de l’enfant.Le deuxième travail a été d’évaluer en collaboration avec les pédopsychiatres, l’impact psychologique, de ce type d’intervention chez l’enfant. Nous avons constaté que le vécu avait été bon pour tous les patients. Nous n’avons pas retrouvé d’état de stress post-traumatique après la chirurgie. Le troisième objectif a été d’évaluer l’IRM fonctionnelle (IRMf) de repos chez l’enfant en préopératoire. Nous avons pu montrer non seulement sa corrélation avec l’électrostimulation per opératoire mais aussi sa supériorité par rapport à l’IRMf d’activation en termes de sensibilité et de spécificité quant à la localisation des aires du langage. En effet l’IRMf de repos nous a permis d’isoler les réseaux attentionnels des réseaux du langage qui interfèrent avec les résultats de l’IRMf d’activationIntraoperative cortical and subcortical direct stimulation surgery while awake (CSCSSA) is rarely used to operate in functional areas of the brain in children. Only small series have been published regarding children. However, this procedure is considered to be a gold standard for identifying and preserving the eloquent cortical and subcortical sites. Indeed the child’s survival and the quality of life depend on the quality of the tumor resection. The unifying idea of my thesis was the transfer of the CSCSSA from adults to children.The first work of this thesis was to study the feasibility of the CSCSSA in children through our clinical experience. We also showed that CSCSSA could be applied in children in a safe way with good clinical and radiological results. Some precautions should also be observed, notably concerning the preparation of these young patients. The second step of this thesis was to evaluate the psychological impact of this kind of procedure in children, thanks to the cooperation of the child psychiatrists. The child’s experience was good in every case. None of our patients presented symptoms of post-traumatic stress disorder after the surgery. The third objective was to evaluate the use of resting state functional MRI (rsfMRI) in children for the preoperative planning. We demonstrated not only the strong correlation between rsfMRI and brain electrical mapping, but also the superiority in terms of sensibility and specificity of rsfMRI compared to task based functional MRI. Indeed rsfMRI allowed us to isolate the attentional networks, which interfere with the results of task based functional MRI
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Ritterbusch, Amy E. "A Youth Vision of the City: The Socio-Spatial Lives and Exclusion of Street Girls in Bogota, Colombia". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/432.
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This dissertation documents the everyday lives and spaces of a population of youth typically constructed as out of place, and the broader urban context in which they are rendered as such. Thirty-three female and transgender street youth participated in the development of this youth-based participatory action research (YPAR) project utilizing geo-ethnographic methods, auto-photography, and archival research throughout a six-phase, eighteen-month research process in Bogotá, Colombia.
This dissertation details the participatory writing process that enabled the YPAR research team to destabilize dominant representations of both street girls and urban space and the participatory mapping process that enabled the development of a youth vision of the city through cartographic images. The maps display individual and aggregate spatial data indicating trends within and making comparisons between three subgroups of the research population according to nine spatial variables. These spatial data, coupled with photographic and ethnographic data, substantiate that street girls’ mobilities and activity spaces intersect with and are altered by state-sponsored urban renewal projects and paramilitary-led social cleansing killings, both efforts to clean up Bogotá by purging the city center of deviant populations and places.
Advancing an ethical approach to conducting research with excluded populations, this dissertation argues for the enactment of critical field praxis and care ethics within a YPAR framework to incorporate young people as principal research actors rather than merely voices represented in adultist academic discourse. Interjection of considerations of space, gender, and participation into the study of street youth produce new ways of envisioning the city and the role of young people in research. Instead of seeing the city from a panoptic view, Bogotá is revealed through the eyes of street youth who participated in the construction and feminist visualization of a new cartography and counter-map of the city grounded in embodied, situated praxis. This dissertation presents a socially responsible approach to conducting action-research with high-risk youth by documenting how street girls reclaim their right to the city on paper and in practice; through maps of their everyday exclusion in Bogotá followed by activism to fight against it.
Książki na temat "Cartography for children"
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Zentai, László, i Jesús Reyes Nunez. Maps for the future: Children, education and internet. Berlin: Springer, 2012.
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Margaret, Anderson Jacqueline, red. Children map the world: Selections from the Barbara Petchenik Children's World Map Competition. Redlands, Calif: ESRI Press, 2004.
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Mapping the world. New York: Atheneum Books, 1999.
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Gurbanov, Tito. Ajedrez para niños. México, D.F: Secretaria de Educación Pública, 1997.
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Castner, Henry W. Seeking new horizons: A perceptual approach to geographic education. Montreal: McGill-Queen's University Press, 1990.
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Castner, Henry W. Seeking new horizons: A perceptual approach to geographic education. Montreal: McGill-Queen's University Press, 1990.
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Oleksy, Walter G. Mapping the world. New York: F. Watts, 2002.
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Lost treasures of the pirates of the Caribbean. London: Simon & Schuster, 2007.
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Jeremy, Owen, Saline Lon i McCray Mary, red. Lost treasures of the pirates of the Caribbean. New York: Simon & Schuster Books for Young Readers, 2007.
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Caneque, Fernando Casado, Philippe Jochaud i Paula Garcia Serna. L'impact du secteur privé sur les droits de l'enfant au Mali: Cartographie et analyse du secteur privé dans le but de développer la responsabilité sociale des entreprises (RSE) pour la promotion et le respect des droits de l'enfant. Bamako, Mali: UNICEF Mali, 2011.
Znajdź pełny tekst źródłaCzęści książek na temat "Cartography for children"
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de Almeida, Rosangela Doin. "Research on Cartography for School Children". W Lecture Notes in Geoinformation and Cartography, 219–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_18.
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Hargitai, Henrik, Mátyás Gede, Jim Zimbelman, Csilla Kőszeghy, Dóri Sirály, Lucia Marinangeli, Teresa Barata i in. "Multilingual Narrative Planetary Maps for Children". W Cartography - Maps Connecting the World, 17–30. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17738-0_2.
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Wiefels, Marli Cigagna, i Jonas da Costa Sampaio. "Teaching Cartography to Children Through Interactive Media". W Lecture Notes in Geoinformation and Cartography, 195–202. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_16.
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Windiastuti, Rizka. "Map Drawing Competition for Children in Indonesia". W Lecture Notes in Geoinformation and Cartography, 255–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_21.
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Nuñez, José Jesús Reyes, i Csaba Szabó. "Updating a Hungarian Website About Maps for Children". W Lecture Notes in Geoinformation and Cartography, 179–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_15.
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Martinelli, Marcello. "The Transition from the Analytic to Synthesis Reasoning in the Maps of Geographic School Atlases for Children". W Lecture Notes in Geoinformation and Cartography, 85–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_7.
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Vandelacluze, Veerle. "The World in Their Minds: A Multi-scale Approach of Children’s Representations of Geographical Space". W Lecture Notes in Geoinformation and Cartography, 229–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_19.
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Suárez-Orozco, Marcelo M. "Introduction". W Humanitarianism and Mass Migration, 1–40. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297128.003.0001.
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War and terror, demographic imbalances, unchecked climate change, and rampant criminality are the drivers of catastrophic migrations. In the first quarter of the twenty-first century, we witnessed the largest number of forcefully displaced human beings in record. Concurrently the world is now facing the largest “crisis of confinement” in history, leaving millions of human beings in search of shelter far away from the high and middle-income countries, lingering in interminable limbo. In the aftermath of World War II, Europe, the United States, and their allies developed policies for forcefully displaced refugees based on the assumption that whatever caused them to flee their homes would be resolved and refugees would return home. These architectures, we argue, are misaligned with the new conditions. Devastated environments in states with weak institutional capacities hold little promise for safe return. A new twenty-first-century cartography of mass migration suggests forms of migration that do not fit existing policy frameworks. First, most forcefully displaced migrants today stay as internally displaced either in their own countries or in camps in neighboring states often in subhuman conditions with few protections. Second, protracted conflicts are sending millions fleeing with no expectation of returning. Third the architectures in place are generally blind to the developmental needs of children. Crying children are the face of the catastrophic migrations of the twenty-first century. Worldwide, one in every two hundred children is a refugee, almost twice the number of a decade ago. In 2017, there were over twenty-eight million children forcefully displaced. For the first time in history, over half of all refugees under the United Nations High Commissioner for Refugees mandate are minors. Even when temporary protection is possible or desirable, children in flight need more than a safe haven. They need a place to grow up. They need the safety of home. In this Introduction we review the best evidence and current thinking on physical health, mental health, and trauma; legal protections; and education for forcefully displaced children and youth.
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Grafton, Janet. "Chapter 3. A subtle cartography". W Children’s Literature, Culture, and Cognition. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/clcc.7.04gra.
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