Alfabetização cartográfica no contexto CTS com uso da realidade aumentada

Abstract

The insertion of Augmented Reality (AR) in the construction of Third Dimension (3D) models of cartographic materials is discussed in the work for students in the sixth year of Elementary School II of a private school in the municipality of Ponta Grossa, Paraná. Augmented Reality is an interface technology for users that allows use as a tool for literacy and presentation of cartographic materials in 3D. Using this integrated Augmented Reality interface, the objective is to analyze the use of Augmented Reality as an active methodological resource in the construction of cartographic literacy in the context of Science Technology and Society (CTS) considering students from a private school in Ponta Grossa / Paraná. In view of this, it is important (1) to describe the relationships between CTS, school cartography and Augmented Reality; (2) apply the use of the Interactive Sandbox in the teaching of Geography for cartographic literacy; (3) relate the results obtained in the use of Augmented Reality, with the cartographic knowledge acquired by the student; and (4) develop a personalized platform for media coverage of communication and dissemination of results. The methodological resource is Interactive Sandbox, which uses technological instruments through Augmented Reality applied to a class of sixth year of Elementary School II. This resource was applied using methodological proposals that value the participation of the student as a protagonist and the teacher as a mediator in solving a problem. The research is qualitative and the procedures characterize an intervention research, whose investigations involve planning and interference throughout the process. The approach is characterized by an active learning process. As a result of the application, it is possible to notice the improvement in the aspects that guide cartographic literacy.