Caminhos para o pensamento geográfico: o mapa mental como estratégia didática no ensino dos componentes físico-naturais.

Abstract

In Basic Education, deepening the study of the physical-natural components in Geography classes emerges as content capable of significantly contributing to the formation of critical citizens fully aware of the reality that surrounds them in geographic space. Accordingly, this study aims to elucidate the curricular and methodological guidelines for those components in the teaching of Geography: it analyzes the importance of teacher training, examines their integration into the State of Paraíba Curriculum Proposal, and proposes a mind-mapping–based teaching methodology for the 6th year of Brazilian Fundamental Education. This work adopts a qualitative research approach, drawing fundamentally on the discussions of Callai (2005), Morais (2000, 2011), Cavalcanti (2012, 2012, 2021) and Almeida & Pinheiro (2018, 2022). As a result of this investigation, the potential of teaching the physical-natural components is elucidated. Moreover, we highlight the use of mind maps as a resource to articulate theory and practice, based on the “Geographical Place” sequence present in the textbook adopted by public-school networks. Finally, the study underscores both the importance and the challenges of teaching these components, suggesting strategies to refine pedagogical practices and foster the development of critical, active citizens engaged in transforming their environment.