School Cartography Research Articles

Cartografia escolar e inclusiva: repensar e reinventar práticas na educação básica e no ensino superior

Esse artigo tem como objetivo principal apresentar e discutir experiências com a Cartografia Escolar e Inclusiva na educação básica e na formação docente no ensino superior. Para isso optamos por dividir o nosso texto em duas partes. A primeira centrar-se-á nas experiências do primeiro autor como docente no âmbito da disciplina Cartografia Escolar e Inclusiva, do curso de Graduação em Geografia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), campus de Rio Claro/SP. Esta parte focaliza as concepções e aplicações dos materiais, elaborados por parte dos discentes desta disciplina, no Centro-Dia de Referência ao Deficiente de Rio Claro/ sp. A outra parte do artigo tratará das práticas desenvolvidas com os alunos das séries iniciais do Ensino Fundamental II em um colégio da mesma cidade. Neste momento, o segundo autor apresenta atividades nas quais tecnologias digitais se unem ao trabalho manual coletivo na criação de cartografias que efetivamente operaram na construção do conhecimento. Em ambas as situações, a Cartografia reafirmou-se enquanto linguagem indissociável do ensino de Geografia já que ela possibilita a espacialização (inclusive lúdica e imaginativa) dos fenômenos e também a busca de informações para interpretá-los. Portanto, este perfazer de experiências sistematizadas, pretende suscitar a reflexão sobre as experiências dos docentes e a necessidade de repensar e reinventar práticas cartográficas transformadoras e que tenham significado para os envolvidos nesse processo.

Brief retrospection on Hungarian school atlases

Abstract. The first part of this article is dedicated to the history of Hungarian school atlases to the end of the 1st World War. Although the first maps included in a Hungarian textbook were probably made in 1751, the publication of atlases for schools is dated almost 50 years later, when professor Ézsáiás Budai created his “New School Atlas for elementary pupils” in 1800. This was followed by a long period of 90 years, when the school atlases were mostly translations and adaptations of foreign atlases, the majority of which were made in German-speaking countries. In those years, a school atlas made by a Hungarian astronomer, Antal Vállas, should be highlighted as a prominent independent piece of work. In 1890, a talented cartographer, Manó Kogutowicz founded the Hungarian Geographical Institute, which was the institution responsible for producing school atlases for the different types of schools in Hungary. The professional quality of the school atlases published by his institute was also recognized beyond the Hungarian borders by prizes won in international exhibitions. Kogutowicz laid the foundations of the current Hungarian school cartography: this statement is confirmed in the second part of this article, when three of his school atlases are presented in more detail to give examples of how the pupils were introduced to the basic cartographic and astronomic concepts as well as how different innovative solutions were used on the maps.

A Brief Retrospection on Hungarian School Atlases

The first part of this article is dedicated to the history of Hungarian school atlases to 1914. The publication of atlases for schools is dated to 1800, when professor Ézsáiás Budai created his ‘New School Atlas for elementary pupils’. For almost 90 years the school atlases were mostly translations and adaptations of foreign (e.g. German) atlases. In 1890, a talented cartographer, Manó Kogutowicz founded the Hungarian Geographical Institute, which produced school atlases for the different types of schools in Hungary. The professional quality of these school atlases was recognized by prizes won in international exhibitions. Kogutowicz laid the foundations of the current Hungarian school cartography: three of his school atlases are presented in more detail in the second part of this article, to give examples of how the pupils were introduced to the basic cartographic concepts as well as how different innovative solutions were used on the maps.

Municipalities and educational modernisation: a historical and geographical atlas of municipalities and education in Portugal

This text focuses on municipalities from an educational and cultural perspective. Over the last 200 years, municipalities have played a fundamental role in the creation of guiding principles and educational norms and conventions. They have participated in the supply and universalisation of schooling and have contributed to integrating the public sphere and the modern, contemporary political structure. Municipalities as territories, populations, economies, and collective governments backed by written administration have influenced and become the model of the liberal and republican political and educational transformations. They have been crucial to the political, administrative, and socio-cultural constitution of the contemporary state. The school institution has integrated social and political development while educational modernity has brought school cartography closer to demographic, administrative, and cultural cartography. The municipal initiative has played a key role in terms of territorial suitability, modernisation of the school network, and curricular diversity. This text picks up on the main conclusions of the Educational and Cultural Atlas of the Municipalities in Portugal, and places the Portuguese context within a European and western framework. Municipalities are presented as an educational space, with historical and pedagogical importance in the modernisation of schooling, despite a historiographical tendency to dilute them into the state, connecting them to an official perspective of education. The article contains a summary of the Educational Atlas of the Municipalities in Portugal.

Space and Memory in Children's Constitution: Approaches to School Cartography

Space and Memory in Children's Constitution: Approaches to School Cartography

Space and Memory in Children’s Constitution: Approaches to School Cartography

Space and Memory in Children’s Constitution: Approaches to School Cartography

Hungarian survey on the use of cartograms in school cartography

ABSTRACTThe use of cartograms can be dated to the second half of the nineteenth century, but they became more popular in the first half of the twentieth century. An interesting characteristic is that the first cartograms (or cartogram-like representations) were published in journals or newspapers for the public in general, as well as in textbooks or school atlases. Their popularity decreased during the second half of the twentieth century until the first half of the 1990s. At present we can observe a revival of the cartograms as a method of representation empowered with new graphic solutions for the geovisualization of data on the Web. This situation motivated us to formulate a question: can cartograms recover their original place within cartography in general and specifically in school cartography? After theoretical research and in the interest of finding an answer to the question above, a survey was organized on this topic in two secondary schools in Budapest. Geographic and geometric area cartograms were tested with 118 pupils. The results reflect a duality in the reading and understanding of this method of representation, constituting a starting point for future empirical research related to the use of cartograms by children and young people.

CARTOGRAPHIC LITERACY FOR VISUALLY IMPAIRED PEOPLE

Without maps blind people are limited to receive information about the geographic space through words and/or need to memorize long descriptive information in order to have access to places. Maps may offer access to spatial information for this group of users to organize their internal spatial images (estimating distances, locating places and objects). As a consequence, this might revert in a greater independence and autonomy in the orientation, mobility and self-assurance of these people. Such facts demonstrate the importance of cartographic education of people with visual impairment (VI), a theme that has been the object of study of the authors of this article. The fi rst part of the text demonstrates how the tactile maps were standardized in the Laboratory of Tactile and School Cartography of Federal University of Santa Catarina and how they are produced. The following section describes the Tactile Model System - Mapavox developed in partnership with São Paulo State University - UNESP, |Rio Claro Campus and Tércio Pacitti Institute of Computer Applications and Research of Federal University of Rio de Janeiro (UFRJ). One last item is dedicated to demonstrate experiences of the authors in the cartographic initiation of blind students, where the importance of pedagogic mediation of tactile pedagogical material in this process is discussed.

Smartphone-Based School Atlases?

The use of the newest mobile devices, especially by young people and children, is constantly growing in many countries. The youngest generations consider the use of smartphones and tablets as a “natural tool” to help them in their daily activities. The wider use of these devices is determined by the increasing presence of location-based services and Web 2.0–based applications. Most map-based applications developed for smartphones are location-based services intended to help the users orient themselves or seek thematic (e.g., tourist) information in a given environment. This study presents the possibilities of using smartphones in school cartography, specifically for displaying school atlases. After a brief background on the use of smartphones by children and young people in different countries, a short introduction on digital atlases in general is given, followed by our recommendations for the adoption of school atlases for these devices. We describe the two initial aspects of the process of adaptation of these atlases for smartphones: the adaptation of content and of (carto)graphic solutions. Finally, we discuss whether the mobile device–based school atlases can be improved by combining solutions used in digital atlases with new solutions developed for mobile devices, such as improved location-based service technology or 3D technology-based representations.

THEORETICAL APPROACHES AND FUTURE PROSPECTS OF SCHOOL CARTOGRAPHY IN BRAZIL

The main goal of this article is to present and discuss the area named School Cartography in Brazil, corresponding to Maps and Children in the International Cartographic Association - ICA. Beginning with the analysis of the scientific events related to the area and its proceedings, which begun in 1995, it was pointed out the main themes which form, nowadays, this field. The article also pays attention to theoretical issues regarding some of the researches done, it lists publications and examples related to the teaching of cartography. At the end, perspectives and future trends for school cartography in Brazil are presented.

Formação de professores e cartografia escolar: uma contribuição para a Geografia

The purpose of this work is to debate on the relevance of research experiences in the formation of Geography teachers, as well as to indicate the importance of articulating research and teaching activities in the University. One will observe that, among Geography degrees, an anarchical conceptual model prevails, in which pedagogical content is attributed to specific discipline courses, without an articulation to the science in question. It is also noted that the distinction between the formation of the graduate and the teacher needs reflection, since there is no significant difference paradoxically between the curricular components of the two modalities. This work indicates the relevance of research in School Cartography, concluding that it is urgent to debate on the thematic amplification of research in Geography education, with the goal of promoting a consolidation or a configuration of a specific field of research in School Geography.

Ideas para el uso de las caras de Chernoff en la cartografía escolar

In 1973 Hermann Chernoff (who at present is Professor Emeritus of Applied Mathematics, in the Department of Statistics at Harvard University) created originally this method for the graphic representation of statistical data, to represent specific multivariate data using only one symbol (a human face) changing its features. Only four years later, from 1977 the Chernoff faces began to be introduced also to cartography abroad, using the human faces to represent data on a map following the traditional methods of thematic representation. The first and more famous (today considered a classic) example is the map entitled “Life in Los Angeles, 1970”, made by Eugene Turner from the Geography Dept. at the California State University in 1977. Along the last two decades new maps were made taking advantage of the technological development represented by the daily use of personal computers to complete different map tasks, mainly during the making of different types of thematic maps. These solutions are characterized not only by6 Bol. geogr., Maringa, v. 28, n. 1, p. 5-15, 2010the use of the original method, but also by its new variations. At present, the processing of data using Chernoff faces is included in a common way in statistical software (e.g. Statistica, S-PLUS or Systat), but not in software related to cartography or/and GIS, which can be one of the reasons because the method has not been used more widely on maps. Present work includes some examples about international research on this theme and the general use of this method on maps (DORLING, 1991; FABRIKANT, 2004; NELSON, 1997, 2007). Some of the practical experiences acquired by the author are also presented: the majority of them were obtained during the theoretical and practical teaching of this method for MSc students on Cartography at Eotvos Lorand University. These experiences are illustrated by some thematic maps made by the students using the original Chernoff faces and it’s adaptation to represent data on maps. Some new proposals about the possible future use of the Chernoff faces in school cartography (mainly on thematic maps in school atlases) are also presented, more exactly how to adapt the original Chernoff method for its use on maps made for pupils in Elementary and Secondary Schools, modifying the original method in interest of improving the map reading. At present, these questions are studied within an international project counting with the participation of Argentine and Hungarian specialists. The main task of this bilateral project is the organization of a survey about the cartographic use of Chernoff faces in both countries, applied for pupils in Elementary and Secondary Schools.

“Portugal is not a Small Country”: Maps and Propaganda in the Salazar Regime

The representation of territory is one of the most important elements in the construction of national identities. It is impossible to imagine a nation without territory, as every irredentist movement reminds us. Territory is the “real” body of the nation, at least in nationalist iconography. Some recent works show that cartography has been a tool of propaganda for the European dictatorships in the 1930s and 1940s. Political propaganda in a modern sense began in Portugal with the New State (Estado Novo), and the use of cartography was relevant, although it did not have a central role as in Germany. This paper tries to describe and analyse the ways to see the empire as a nation in Portugal during the Salazar regime. It discusses mainly the use of maps in the great exhibitions of the time, and also the school cartography and its insertion in the general discourse of colonialism in Portugal. Finally it also deals with the resistance to imperial narratives, showing its entanglement with them.

Atlas municipais elaborados por professores: a experiência conjunta de Limeira, Rio Claro e Ipeúna

Na última década, as recomendações curriculares de história e geografia para o ensino fundamental incentivaram a produção de atlas municipais, uma vez que permitem incluir num só volume mapas, textos, fotografias, gráficos, entre outras fontes de informação, a respeito do espaço local. Este artigo apresenta uma experiência em que a produção de atlas municipais se tornou projeto de pesquisa colaborativa entre pesquisadores da universidade e professores de geografia, história e ciências de três municípios. Problemas como recorte curricular, linguagem cartográfica e formação de professores consistem nos pontos principais da pesquisa, a qual traz uma contribuição significativa para a constituição de uma linha de pesquisa que vem sendo chamada de cartografia escolar.

CARTOGRAPHERS AND SCHOOL REFORM

The current status and future goals of “school cartography” (the provision of maps, globes, and other geographic teaching aids) in Soviet elementary and secondary education are outlined in a paper prompted by the adoption of a general educational reform package by the 27th Party Congress. The use of maps as tools for broadening student analytical skills rather than as simple illustrations of course themes is emphasized. Major problems to be addressed during the Twelfth Five-Year Plan (1986-1990) include the inadequate cooperation between the Main Administration of Geodesy and Cartography (which, among other things, oversees the publication of all school maps) and the USSR Ministry of Education (which approves all new maps and atlases and coordinates their introduction into the school system), a certain lack of attention to the needs of students in non-Russian [language] schools, and the need to upgrade technologies for the production of film transparencies, photomaps, and other products derived from remot...

Tribute to Justus Perthes

The above account is just a selection of Perthes' multifarious activities. As such it is fragmentary and incomplete. Many other publications and collaborators could have been mentioned. Even in its incompleteness the report may justify the statement that the success of Justus Perthes Geographische Verlagsanstalt, was apart from the managing qualities of its governors, undoubtedly due to the long series of scholarly competent collaborators whom they succeeded in engaging. As illustrated above most of theme were among the avant garde of the profession. Apparently they were at ease with Justus Perthes where they were granted enough freedom of action to realise their ambitious projects under the vigilant eye of the management. In fact the history of the firm is a continuous story of their achievements. Their combined effort initiated modern scientific atlas-making, laid down the foundation of methodic school cartography and accelerated the growth of thematic cartography. The Justus Perthes maps and atlasses stand for intellectual honestly and have an authoritative appearance of truth and exactness. For a long time to come the name of the firm will be considered as a classical example of the promotion of geography and cartography by private enterprise.

Emil von Sydow and the Development of German School Cartography

Emil von Sydow and the Development of German School Cartography