O uso lúdico da ciência cartográfica como estratégia para compreensão da teoria locacional

Abstract

The present study analyzes the playful use of cartographic science as a didactic-pedagogical strategy for understanding location theory in Geography teaching. The main objective is to investigate how a board game, based on Central Place Theory, can contribute to the development of geographic reasoning, spatial thinking, and the critical reading of urban space. Methodologically, the research is characterized as qualitative and applied in nature, developed through a bibliographic review on school cartography, cartographic literacy, educational games, and location theories, in addition to the creation of a pedagogical resource based on a simplified cartographic map of the municipality of Natal/RN. The game “Connection and Influence” was structured to represent different urban elements, levels of influence, and spatial networks, allowing players to simulate processes of hierarchy, centrality, and territorial articulation. The results indicate that the playful approach enhances the understanding of spatial relationships, the interdependence among urban elements, and the formation of networks and areas of influence, while also stimulating cartographic skills such as orientation, location, and map interpretation. It is concluded that the planned use of cartographic games constitutes an effective strategy to bring theoretical concepts closer to the lived reality of students, promoting more meaningful and critical learning in Geography teaching.