Resumo: O presente trabalho tem por objetivo principal analisar a mobilização e a construção de saberes cartográficos e pedagógicos, tomando como pano de fundo o curso de formação "Confecção de Jogos Geográficos nos Anos Iniciais" realizado na rede municipal de Campinas (São Paulo, Brasil), para professoras-pedagogas. Nessa experiência participaram 7 professoras e 1 professor dos anos iniciais, que desenvolveram 3 jogos geográficos. A metodologia utilizada consistiu na formação de um grupo focal, que constitui a dinâmica potencial na interação entre todos os participantes. Também se realizaram questionários e memoriais. Neste 'caso em estudo¿ a noção de experiência foi tratada na interface com os apontamentos de Larrosa e Benjamim, evidenciando a alteridade na perspectiva baktiniana. Assim, não se trata tanto de pensar e investigar os cursos de formação a partir das professoras, mas também da minha própria vivência e do encontro com elas. O exercício de escrita em primeira pessoa possibilitou a revelação da autoria e seu reflexo em todo o processo. Sendo assim, a tese me permitiu (re)ver, (re)ler, (re)criar e (re)direcionar concepções, conceitos, ideias e olhares. Desses movimentos surgem algumas questões fundamentais estabelecidas: Primeiro, como essa experiência se efetivou e (trans)formou o grupo? Depois, como se estabeleceram conexões entre os saberes pedagógicos e cartográficos no processo de formação? E ainda, como as trocas de experiências transformaram a minha relação com a cartografia e com o conhecimento? Nesse sentindo, as narrativas pedagógicas do curso de formação e as trajetórias cartografadas, mais que dados, se tornaram dispositivos de (trans)formação durante o processo. Trago como ponto de partida imagens e fragmentos dos meus "traços biográficos" que se revelam como pano de fundo dessa compreensão. Tomando essas práticas como importante recurso formativo, o exercício da "consciência cartográfica" de uma certa arqueologia espaçotemporal foi um gesto que enfatizou que o "Eu" eram "muitos". Deste processo despontam também reflexões sobre/no percurso investigativo e o meu lugar de pesquisadora, revelando tensionamentos durante a pesquisa-formação e durante a sistematização da escrita. A tese representa um giro em que passei a considerar os saberes cartográficos pela perspectiva da teoria do discurso, entendendo o currículo não como um conteúdo a ser ministrado, mas como uma seleção e validação de conhecimentos socialmente construídos a partir de disputas de comunidades acadêmicas disciplinares. Essas reflexões foram relacionadas no contexto da formação de professores pedagogos e a linguagem cartográfica nas interfaces dos estudos do saber docente. A resposta para a pergunta-título "Porque eu tenho que ensinar lateralidade? provém do resultado desta pesquisa-formação. A partir das experiências com as professoras, defendo uma cartografia [escolar] porosa, que permita a infiltração tanto de uma representação euclidiana, como também infiltre a sensibilidade e expressividade Ver menos

Abstract: The present Ph.D. dissertation aims at analyzing the cartographic and pedagogical content knowledge building and transfer in the framework of teachers¿ training course so-called "Building up Geography Games in Early Years of Primary Education", performed in the local network of schools in the region of Campinas. The participants enrolled in this qualitative and experimental study were a group of seven-female and one-male primary-school teachers who developed and implemented three Geographic Games. The method applied in this case study was based on a focus-group design, since, as it was hypothesized, it would bring dynamic potentiality that would promote an increase in interactive patterns among all the participants. Several surveys were conducted and some reports written. In this study, the notion of experience was treated according to Larrosa and Benjamin, evidencing otherness as from the Bakhtinian approach. Therefore, it is not merely a matter of designing, reflecting on and investigating training courses for Primary Education teachers from the teaching viewpoint, but it is rather about my research and pedagogical experience and the valuable and significant collaboration established with these in-service-teachers. The first person narrative style employed in the writing of this dissertation also enabled me not only to reveal the authorship of the thesis itself but, at the same time and perhaps more importantly, this first person writing reflects the whole creative and research process. It became a key element in the investigation itself. Therefore, as a direct outcome of the writing process of this Ph.D. thesis, it has allowed me to perceive, read, create, and consider once and again some meaningful concepts, ideas, conceptions, and perspectives, relevant for the development of this investigation. At the very onset of this case study, and as a starting point of its ulterior development, essential established questions were raised in the classroom interactions, such as: Firstly, how did this experience takes place and (trans-) formed the group? Secondly, how are the connections established between pedagogical and cartographic knowledge in the professional development or teacher training process? And then, how did the exchange of experiences transforms my own relationship to cartography and knowledge? In this sense, the pedagogical narratives gathered from the training course and the mapped trajectories, rather than simply research data, became introspective devices of (trans-) formation of the whole process of development and investigation. This also brought some pictures and fragments of my "biographical traits" that reveal themselves as meaningful and relevant background to grasp and understand the conceptual contribution to the present Ph.D. dissertation thesis. Taking these practices as an important formative resource, the exercise in the "cartographic awareness raising" of a certain spatiotemporal archeology was a gesture that heightened and emphasized that the "I" had turned, in fact, into a collective "many". This process also arose some reflections on the path and place of the researcher herself. As a result, the analysis of the thesis data reveals important findings and outcome and represents a turning point in which I came to consider cartographic knowledge from the perspective of Discourse Theory, understanding the curriculum not as a content to be taught, but as a selection and validation of socially constructed knowledge from disputes among disciplinary communities. These reflections were integrated into the context of the teacher training process, and the cartographic field language in the framework of prior research on pedagogical content knowledge. The answer to one of the major research question on this dissertation: "Why should I teach laterality?" has been introspectively formulated by advocating a new conceptualization of the term "cartography", as a concept that allows for a Euclidean representation and also instills sensibility and expressiveness. These combinations, joint together, lead to both stabilization and ordering without depriving others of their cosmologies Ver menos