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		<isbn>978-85-17-00088-1</isbn>
		<label>61630</label>
		<citationkey>Sousa:2017:UsGoEa</citationkey>
		<title>Geotecnologias como materiais instrucionais para o ensino fundamental II: o uso do Google Earth e do GPS na Cartografia Escolar</title>
		<format>Internet</format>
		<year>2017</year>
		<secondarytype>PRE CN</secondarytype>
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		<size>873 KiB</size>
		<author>Sousa, Iomara Barros,</author>
		<electronicmailaddress>contatoiomara@gmail.com</electronicmailaddress>
		<editor>Gherardi, Douglas Francisco Marcolino,</editor>
		<editor>Aragão, Luiz Eduardo Oliveira e Cruz de,</editor>
		<e-mailaddress>daniela.seki@inpe.br</e-mailaddress>
		<conferencename>Simpósio Brasileiro de Sensoriamento Remoto, 18 (SBSR)</conferencename>
		<conferencelocation>Santos</conferencelocation>
		<date>28-31 maio 2017</date>
		<publisher>Instituto Nacional de Pesquisas Espaciais (INPE)</publisher>
		<publisheraddress>São José dos Campos</publisheraddress>
		<pages>2669-2675</pages>
		<booktitle>Anais</booktitle>
		<organization>Instituto Nacional de Pesquisas Espaciais (INPE)</organization>
		<transferableflag>1</transferableflag>
		<abstract>Teaching Geography goes beyond location and identification of geographic phenomena, whose pedagogic proposal should allow the students to understand the organization of geographical space as a result to dialectics and contradictories relations between society and nature. This paper presents the use of Google Earth and GPS as instructionals materials to Cartography teaching, that take part of proposal activies at module I  Applying news technologies to Cartography available at:  <http://www.mapeandomeusrios.com.br>. Geotechnologies are potential tools for teaching and learning geography to be able to supply the lack of cartographic materials such as maps, terrestrial globe in municipality schools at São Gonçalo city. The methodology is action research, which means that students and teacher worked together in this investigation. For conclusion, students were not able to put into practice their basic knowledge of cartography, especially in the use of legends, geographical coordinates, and spatial orientation. The cartographic literacy should not be restricted to the syllabus of 7th grade classes; instead, it should consider as a language mapping to the understanding of the spatial dynamics during the whole course of elementary and high school. All geography-based activities should mean to give students a better understanding of their geographical space, in such a way that they may be able to build meaningful ions from their own reality, that is, from their own living place.</abstract>
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