<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102015000200273</article-id>
<article-id pub-id-type="doi">10.4013/edu.2015.192.11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso de maquetes no processo de ensino-aprendizagem segundo licenciandos em Geografia]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of models in the teaching-learning process by undergraduates in Geography]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pitano]]></surname>
<given-names><![CDATA[Sandro de Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roqué]]></surname>
<given-names><![CDATA[Bianca Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2015</year>
</pub-date>
<volume>19</volume>
<numero>2</numero>
<fpage>273</fpage>
<lpage>282</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102015000200273&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102015000200273&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102015000200273&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A investiga&#231;&#227;o analisou a concep&#231;&#227;o dos graduandos do curso de Licenciatura em Geografia da Universidade Federal do Rio Grande (FURG), integrantes do Programa Institucional de Bolsa de Inicia&#231;&#227;o &#224; Doc&#234;ncia (PIBID), acerca da utiliza&#231;&#227;o de maquetes como recurso no processo de ensino-aprendizagem. A pesquisa emp&#237;rica consistiu em tr&#234;s etapas: a primeira buscou evidenciar a concep&#231;&#227;o pr&#233;via do grupo; a segunda implantou a oficina de maquetes; e a terceira utilizou a maquete em sala de aula. A metodologia est&#225; embasada nos conceitos de Rodas de Forma&#231;&#227;o em Rede (Warschauer) e Comunidade Aprendente (Brand&#227;o). Os registros escritos pelos sujeitos de pesquisa foram analisados atrav&#233;s da An&#225;lise Textual Discursiva (Moraes e Galiazzi). Os resultados evidenciaram uma s&#233;rie de potencialidades, limites e possibilidades segundo a concep&#231;&#227;o dos sujeitos de pesquisa, os quais foram cotejados com o referencial te&#243;rico de autores como Filetti, Nacke e Martins, Oliveira e Wankler, Quintela, Silva e Muniz, Simielli et al. e Torres. Considerou-se que a principal potencialidade da maquete &#233; contribuir com o processo de ensino-aprendizagem, diferenciando-se de outros recursos por proporcionar a visualiza&#231;&#227;o de forma tridimensional. Como limita&#231;&#245;es, destacam-se os tempos da escola e dos professores para a confec&#231;&#227;o do recurso did&#225;tico. As possibilidades consistem na sua elabora&#231;&#227;o a partir do relevo, permitindo que os professores a utilizem para abordar outros conte&#250;dos, como clima, vegeta&#231;&#227;o, uso e ocupa&#231;&#227;o do solo, hidrografia, transporte e log&#237;stica e agricultura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The research analysed the design of the graduate students of the BSc in Geography of the Federal University of Rio Grande (FURG), members of the Institutional Scholarship Program for Initiation to Teaching (PIBID) on the use of scale models as a resource in the teachinglearning process. The empirical research was evaluated in three stages during development: the first one sought to highlight the preconception group; the second workshop implemented the models; and the third used the scale model in the classroom. The methodology is grounded in the concepts of Network Education Circles (Warschauer) and Learner Community (Brand&#227;o). The records written by the research subjects were analysed through Discourse Textual Analysis (Galiazzi and Moraes). The results showed a number of potentialities, limits and possibilities depending on the design of the study subjects, which were compared to the theoretical background of authors like Filetti, Nacke and Martins, Oliveira and Wankler, Quintela, Silva and Muniz, Simielli et al., and Torres. It was considered that the main potential of the scale model is to contribute to the process of teaching and learning, differentiating itself from other resources by providing the visualization of three-dimensional shape. As limitations, we highlight the school time and teacher time spent making the teaching resource. The chances are to build models from the relief, allowing teachers to use it to address other contents, like climate, vegetation, occupation and use of land, hydrography, transportation and logistics and agriculture.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Maquete]]></kwd>
<kwd lng="pt"><![CDATA[Programa Institucional de Bolsa de Iniciação à Docência]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Recurso Didático]]></kwd>
<kwd lng="en"><![CDATA[Scale Model]]></kwd>
<kwd lng="en"><![CDATA[Institutional Scholarship Program for Initiation to Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teaching Geography]]></kwd>
<kwd lng="en"><![CDATA[Teaching Resource]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FILETTI]]></surname>
<given-names><![CDATA[C.R.G. d'A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Modelo pedagógico de apoio ao ensino de cartografi a: elaboração e funcionabilidade.]]></article-title>
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</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[A.K.P. de]]></given-names>
</name>
<name>
<surname><![CDATA[WANKLER]]></surname>
<given-names><![CDATA[F.L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Alfabetização cartográfica na escola: uma leitura feita através dos mapas. Universidade Federal de Roraima.]]></article-title>
<source><![CDATA[Revista Acta Geográfica]]></source>
<year></year>
<volume>2</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>55-65</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TORRES]]></surname>
<given-names><![CDATA[E.C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Geomorfologia e maquetes.]]></article-title>
<source><![CDATA[Revista Geográfica de América Central]]></source>
<year></year>
<volume>12</volume>
<numero>47</numero>
<issue>47</issue>
<page-range>1-10</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
