O croqui como estratégia didática para a construção do raciocínio geográfico a partir do espaço vivido pelo aluno

Abstract

This study investigates the extent to which the sketch map, as a cartographic language in school settings, contributes to the development of geographical reasoning in the final years of elementary education, mediating the relationship between students' lived space and the systematization of geographical concepts. The general objective was to analyze, through theoretical and documentary foundations, the potentials and limits of the sketch map as a pedagogical instrument for developing spatial thinking and geographical reasoning in basic education. The research was characterized as qualitative, bibliographic, and documentary in nature, with a propositional approach. The corpus comprised national academic literature on school cartography, lived space, and geographical reasoning, along with official curriculum documents — BNCC (2018) and PCNs (1997, 1998) — and sketch maps published in empirical studies. The analysis revealed that the sketch map functions as a mediator between concrete experience and cartographic abstraction, making visible cognitive operations that conventional assessment instruments rarely capture. The articulation between lived space, the production of representations, and qualified pedagogical mediation constitutes the central condition for the instrument to develop geographical reasoning rather than serve merely as an illustrative record. The BNCC recognizes the sketch map as a legitimate skill but lacks sufficient methodological guidance for its effective operationalization. Social Cartography broadens the status of the sketch map by attributing to it a political and identity dimension, demonstrating that representing space is also an act of asserting belonging and critically reading the territory. It was concluded that the sketch map consistently and documentedly contributes to geographical reasoning — provided it is embedded in intentional pedagogical practices — with teacher education standing as the most decisive factor in fully realizing this potential.