Percepção docente sobre o uso de materiais recicláveis como recursos didáticos no ensino de cartografia

Abstract

This monograph, linked to the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN/CNAT), investigates the perceptions of Basic Education Geography teachers regarding the use of recyclable materials as didactic resources in the teaching of Cartography. The general objective is to analyze how these teachers evaluate the potential, limits, and pedagogical impacts of using recyclable materials when addressing cartographic content. The research is qualitative in nature and was developed through the application of an online form for Geography teachers, allowing for the collection of data on pedagogical practices, teaching conceptions, and institutional conditions. The results show that the use of recyclable materials goes beyond being a mere alternative resource, establishing itself as a pedagogical strategy capable of promoting meaningful learning, increasing student engagement, and strengthening the link between School Cartography and Environmental Education. Despite the recognition of the positive impacts of this practice on learning and student motivation, the data reveals a gap between pedagogical discourse and the actual implementation of these methodologies in daily school life. This gap is primarily associated with teacher workload, the lack of planning time, and the absence of specific continuing education. It is concluded that the consolidation of the use of recyclable materials in Cartography teaching depends on the strengthening of institutional policies that value pedagogical planning, invest in teacher training, and encourage innovative practices in Geography teaching.