<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022008000300005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Geografia e cartografia escolar: o que sabem e como ensinam professoras das séries iniciais do ensino fundamental?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Adriano Rodrigo]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade de Oviedo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2008</year>
</pub-date>
<volume>34</volume>
<numero>03</numero>
<fpage>481</fpage>
<lpage>494</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022008000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022008000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022008000300005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este texto resulta de parte de uma investigação sobre saberes e práticas de professoras das séries iniciais com o uso de atlas municipal escolar. Buscamos com esta investigação nos aproximar de uma análise das práticas docentes de duas professoras de 4ª série do Ensino Fundamental da rede estadual no município de Limeira no interior paulista. Neste artigo, procuramos identificar processos que estruturam e caracterizam as atuações dessas professoras com o uso das páginas temáticas e mapas escolares do atlas municipal, enfocando principalmente não mais as formas de construção de conhecimentos com o atlas, mas sim qual a base de conhecimentos, e quais são os saberes que estruturaram as situações de ensino promovidas por elas com o uso desse material didático em sala de aula. Utilizando fundamentos metodológicos de uma abordagem qualitativa da pesquisa educacional, podemos concluir que os saberes das professoras acerca de conhecimentos cartográficos têm sua origem na experiência cotidiana do trabalho docente; envolvem saberes advindos principalmente do contato e da experiência com outras professoras; das imagens e memórias de quando eram alunas; e do uso de livros didáticos. Verificamos com os sujeitos desta investigação que o atlas gera no contexto escolar processos de ensino e aprendizagem motivadores no sentido de tratar de problemáticas locais vivenciadas tanto pelas professoras como pelos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This text results from an investigation on knowledges and practices of teachers of the initial series of Fundamental Education and their use of the school municipal atlas. We have sought in this study to inspect closely the teaching practices of two teachers of the fourth grade of Fundamental Education in a state school of the city of Limeira, State of São Paulo. The article seeks to identify processes that structure and characterize the actions of these teachers with the use of theme pages and school maps of the municipal atlas, focusing particularly not so much on the forms of construction of knowledge with the atlas, but on the basis of the knowledge and on which knowledges help to structure the teaching situations promoted by the teachers with the use of these didactic materials in the classroom. Making use of methodological foundations of a qualitative approach to educational research, we reached the conclusion that the knowledges of these teachers about cartographical facts have their origins in the daily experience of their teaching work; they involve knowledges that come from the contact with other experienced teachers; from images and memories of the time when they themselves were students; and from the use of textbooks. We observed with the subjects of this investigation that the atlas gives rise in the school context to stimulating teaching and learning processes, in the sense of dealing with local problems experienced both by teachers and by pupils.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Atlas Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Didática da Geografia e Cartografia]]></kwd>
<kwd lng="pt"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="en"><![CDATA[School Atlas]]></kwd>
<kwd lng="en"><![CDATA[Didactics in Geography and Cartography]]></kwd>
<kwd lng="en"><![CDATA[Teachers’ Knowledges]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <h2><font face="Arial, Helvetica, sans-serif">Geografia e cartografia escolar: o que sabem e como  ensinam professoras das s&eacute;ries iniciais do ensino fundamental?</font></h2> <font face="Arial, Helvetica, sans-serif"> <h3>Geography and school  cartography: what do teachers from the initial series know and how do they  teach?</h3>     <p>&nbsp;</p> <h4>Adriano Rodrigo Oliveira     <br> </h4> </font>      ]]></body><back>
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