MIND MAPS CONSTRUCTION IN GEOGRAPHY EDUCATION:

representations of the experienced space in the native context

Abstract

Many of the activities developed within native schools does not come to the public attention as a means of sharing projects, yearnings and achievements which would show improvement of the studies quality. The geographic space is continuously changing through each human being ideals transformation, in certain periods of time. Therefore, mind maps are used as an approach to enhance the student’s performance when representing their lived and realized places, considering its meaning from the Geography perspective. Based on mind maps usage as free representation, although guided by teachers, seeking inclusion, reflection and spatial readings worked in a native school, this paper aims to analyse potential and constraints when using mind maps to study geography with sixth grade students of elementary school. Alongside mind maps, theoretical activities were developed using contents of the Geography curriculum standards, as well as practices (field work) aiming to motivate, to introduce, to build and to reflect upon concepts and abilities with the students. Thus, it was observed that mind maps produced by students were important to understand the studied subject and in the production itself, interacting with each other and orally, when presenting their works.

Keywords

Geography Teaching, Mind Maps, Native Students