Die vorliegende Arbeit beschäftigt sich mit dem kreativen Akteur "bildender Künstler" und seiner Raumprägung im Wertschöpfungsprozess künstlerischer Innovationen am Beispiel der Kunstmetropole Berlin. Dabei wird der Fokus auf die alltäglichen Interaktionsräume der Akteure - sogenannte Alltagsgeographien - im Wertschöpfungsprozess gelegt. Durch die qualitative Untersuchung des Einzelakteurs und insbesondere seiner lokalen Praktiken werden differenzierte Informationen über die Charakteristika des kreativen Akteurs, über die Kunstbranche und die globalen Dynamiken dieser Branchen gewonnen. Ziel der Arbeit ist es die Interaktionsräume der bildenden Künstler in ihrem Wertschöpfungsprozess (Produktion, Präsentation, Vermarktung, Verkauf) aus einer räumlichen, zeitlichen und sozioökonomischen Perspektive zu charakterisieren. Die Ergebnisse präsentieren insgesamt eine neue räumliche Betrachtung mit vorwiegend lokalen, analogen und fluiden Interaktionsräumen der Künstler. Sie zeigen, welche Etappen und Standorte im Lebenslauf eines Künstlers wichtig sind, um sich am Kunstmarkt etablieren zu können. Es wird deutlich, welche besondere Bedeutung die räumliche Nähe und Verortung in lokalen Strukturen besitzt und dass die Digitalisierung bisher kaum Einfluss auf den Kunstmarkt hat. Darüber hinaus werden wichtige Erkenntnisse in Bezug auf die Mobilität als Ermöglichungsstruktur im künstlerischen Schaffensprozess dargelegt. Berlin stellt sich als zweitwichtigste Kunstmetropole im globalen Netz der Kunstmetropolen dar, welches nach wie vor in der westlichen Welt verankert ist. Die angenommene Globalisierung des Kunstmarktes hat bisher noch nicht stattgefunden. / This research is about the creative actor - "the contemporary fine artist" using the example of Berlin - and how he is shaping and influencing space in his value-added process on different spatial scales. The focus is on the everyday life spheres of interaction the so-called "everyday life geographies" in the value-added process. By using a qualitative approach differentiated and nuanced information on the actor's characteristics and his local practices can be obtained, as well as on the art market and its global regulatory mechanisms. The objective of this research is to characterise the spheres of interaction of the fine artists in their value-added process (production, presentation, marketing, disposal) through a spatial, temporal and socio-economic perspective. The overall results present a new spatial viewpoint with predominantly local, analogue, and fluid spheres of interaction of the contemporary fine artists. They reveal the most important steps and spatial configurations in the career of an artist in order to become successfully established in the art market. Of particular importance are the spatial proximity and the connection within the local networks. The digitalization only slightly affects the art market so far. Furthermore, the thesis obtains important knowledge in regard to mobility as an enabling framework in the process of artistic creation. Berlin is regarded as the second most important global art metropolis in a network of global art metropolises, which can still be located in the western hemisphere. The assumed globalisation has not affected the art market yet.

By approaching dialect and standard language from a folk linguistic perspective, this thesis aims to investigate how laypeople perceive, talk about and orient towards dialect and standard language in a dialect area close to the perceived linguistic and administrative centre of Sweden. It consequently focuses on dialect and standard language as socially meaningful entities, rather than as sets of linguistic features, and studies a dialect area as it is understood by those who identify with it. To explore these issues, group interviews, a set of quantitative tests among adolescents and a ‘mental mapping’ task were used. Participants’ descriptions of the local dialect suggest that many of them regard the dialect and the standard language as separate language systems. The standard language, strongly associated with writing, is perceived as formal and artificial. In contrast, dialect is understood simply as speech signalling local belonging. Variation expressing local belonging typically not regarded as dialect by dialectologists, is mentioned by participants more than once. The extent to which dialectal resources are described to be expected depends on the participants’ understanding of place, context and interlocutors. In some contexts, using dialect seems to be a way of overtly signalling one’s belonging to the local community. In this way the dialect is still important, perhaps even as a means of consolidating the local community’s existence. At the same time, however, the prototypical speaker is described as being old, indicating that spoken dialect is not particularly relevant today. By examining dialect and standard language as cultural phenomena in the area at the present time, it is shown how they can be used to construct one’s own group in relation to others, both regionally and locally within the area investigated. Although the local spoken language is considered close to the standard, the mechanisms controlling how language users determine their own dialect boundaries are arguably the same as in more complex dialect areas. Linguistic differences need not be large, or even in current use, to be perceived as distinct and important.

As children’s independent mobility in urban environments continues to decrease, children become further removed from all realms of city life. There is a need for children to practice and demonstrate their autonomy in public, and a properly planned and designed environment can support such skill building in urban settings. This practicum envisions wayfinding as a pivotal intervention in the urban environment to enable children’s independent mobility and environmental familiarity. The research focuses on the planning of a wayfinding strategy for Canadian school-age children (ages 8-10) as a way to encourage independent mobility in an urban context. This research is based on a review of children’s wayfinding psychology and planning strategies, inspiring design precedents, a detailed site audit and hands-on mental mapping exercises with children. The result is a set of research, consultation, planning, policy, and design recommendations to develop a child-friendly wayfinding strategy in the Exchange District neighbourhood of Downtown Winnipeg, Manitoba. / October 2015

Being completely lost in an unfamiliar environment can be inconvenient, stressful and, at times, even dangerous. Maps are the traditional tools used for guidance but many people find maps difficult to use. In recent years, new tools like outdoor Augmented Reality (AR) have become available which allow virtual navigation cues to be directly overlaid on the real world, potentially overcoming the limitations of maps. However, it has been hypothesized that lower effort invested in processing navigation guidance may lead to diminished spatial knowledge (SK) thereby making users of such navigation tools far more vulnerable to getting lost should the tools fail for any reason. This thesis explores the research question of how AR and maps compare as tools for pedestrian navigation guidance as well as for SK acquisition and if there is a potential for AR tools be developed that would balance the two. We present a series of studies to better understand the consequences of using AR in a pedestrian navigation tool. The first two studies compared time-on-task performance and user preferences for AR and Map navigation interfaces on an outdoor navigation task. The results were not aligned with expectations, which led us to build a controlled testing environment for comparing AR and map navigation. Using this simulated setting, our third study verified the assumption that AR can indeed result in more efficient navigation performance and it supported the hypothesis that this would come at the cost of weaker SK. In our fourth study, we used a dual task design to compare the relative cognitive resources required by map and AR interfaces. The quantitative data collected indicated that users could potentially accept additional workload designed to improve SK without incurring significantly more effort. Our fifth and final study explored an interface with additional AR cues that could potentially balance navigation guidance with SK acquisition. The contributions of this thesis include insights into performance issues relating to AR, a classification of user types based on navigation tool usage behavior, a testbed for simulating perfect AR tracking in a virtual setting, objective measures for determining route knowledge, the capacity that pedestrian navigation tool users may have for performing additional tasks, and guidelines that would be helpful in the design of pedestrian navigation tools.

Submitted by Carlos Augusto Rolim da Silva Junior (carlos_jrolim@hotmail.com) on 2015-11-20T14:44:57Z No. of bitstreams: 1 arquivototal.pdf: 1719945 bytes, checksum: f769796be60ff2d983cd3f12f2f215e3 (MD5) / Made available in DSpace on 2015-11-20T14:44:57Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1719945 bytes, checksum: f769796be60ff2d983cd3f12f2f215e3 (MD5) Previous issue date: 2015-09-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The ecological knowledge, derived from human handling natural resources, is related to each individual perception of the environment where one lives. This study had as main goals, evaluate the ecological knowledge and the environmental perception of a rural community towards primates, located in the surroundings of the Private Reserve of Natural Heritage (RPPN) “Engenho Gargaú”, in the state of Paraíba, where Alouatta belzebul (redhanded howler monkey), Sapajus flavius (blond capuchin monkey) and Callithrix jacchus (common marmoset) species live. Two hundred semi-structured interviews with adults were The ecological knowledge, derived from human handling natural resources, is related to each individual perception of the environment where one lives. This study had as main goals, evaluate the ecological knowledge and the environmental perception of a rural community towards primates, located in the surroundings of the Private Reserve of Natural Heritage (RPPN) “Engenho Gargaú”, in the state of Paraíba, where Alouatta belzebul (redhanded howler monkey), Sapajus flavius (blond capuchin monkey) and Callithrix jacchus (common marmoset) species live. Two hundred semi-structured interviews with adults were performed and one hundred and two children’s mental maps were collected. The answers from the interviews were evaluated by the Thematic Content Analysis and they received specific scores to formulate a wise Local Ecological Knowledge measure (CELP). In spite of the proximity with RPPN “Engenho Gargaú” the interviewed adults had a poor ecological knowledge. However, the ones who had a more significant contact with primates, the man and residents who lived longer in the community showed a significantly higher CELP compared to the other residents. The age group did not influence the CELP results. Apparently, the community does not overly explore RPPN resources, justifying the poor ecological knowledge among residents. According to the mental maps, the children who had already seen primates showed a more realistic and detailed environmental perception than the ones who had never seen primates, showing a bigger contact with the environment and, possibly, with the RPPN. These data are able to help future researches and Environmental Education actions, specifically involving A. belzebul and S. flavius from RPPN “Engenho Gargaú”, two of the five target species included in the Brazilian government conservation action planning system “Plano de Ação Nacional para Conservação dos Primatas do Nordeste” (PAN PriNE). performed and one hundred and two children’s mental maps were collected. The answers from the interviews were evaluated by the Thematic Content Analysis and they received specific scores to formulate a wise Local Ecological Knowledge measure (CELP). In spite of the proximity with RPPN “Engenho Gargaú” the interviewed adults had a poor ecological knowledge. However, the ones who had a more significant contact with primates, the man and residents who lived longer in the community showed a significantly higher CELP compared to the other residents. The age group did not influence the CELP results. Apparently, the community does not overly explore RPPN resources, justifying the poor ecological knowledge among residents. According to the mental maps, the children who had already seen primates showed a more realistic and detailed environmental perception than the ones who had never seen primates, showing a bigger contact with the environment and, possibly, with the RPPN. These data are able to help future researches and Environmental Education actions, specifically involving A. belzebul and S. flavius from RPPN “Engenho Gargaú”, two of the five target species included in the Brazilian government conservation action planning system “Plano de Ação Nacional para Conservação dos Primatas do Nordeste” (PAN PriNE). / O conhecimento ecológico, proveniente do contato humano com os recursos naturais, está relacionado com a percepção que cada indivíduo tem do ambiente em que vive. O presente estudo teve por objetivos avaliar o conhecimento ecológico e a percepção ambiental sobre primatas por uma comunidade rural no entorno da Reserva Particular do Patrimônio Natural (RPPN) Engenho Gargaú, na Paraíba, onde habitam as espécies Alouatta belzebul (guariba-de-mãos-ruivas), Sapajus flavius (macaco-prego-galego) e Callithrix jacchus (saguido-nordeste). Foram realizadas 200 entrevistas semiestruturadas com adultos e coletados 102 mapas mentais de crianças. As respostas das entrevistas foram avaliadas pela Análise de Conteúdo Temático que receberam pesos específicos para formulação de uma medida ponderada do Conhecimento Ecológico Local (CELP). Apesar da proximidade com a RPPN Engenho Gargaú, os adultos apresentaram um baixo conhecimento ecológico. No entanto, os que possuem um maior contato com os primatas, os homens e os moradores mais antigos apresentaram um CELP significativamente mais elevado comparado aos demais. A faixa etária não influenciou no CELP. A comunidade aparentemente não explora intensamente recursos da RPPN, justificando o baixo conhecimento encontrado no local. De acordo com os mapas mentais, as crianças que já avistaram primatas mostraram uma percepção ambiental mais realista e detalhada do que aquelas que nunca avistaram, evidenciando um maior contato com o meio ambiente e, possivelmente, com a RPPN. Tais dados podem subsidiar futuras pesquisas e ações de Educação Ambiental, especificamente envolvendo A. belzebul e S. flavius da RPPN Engenho Gargaú, duas das cinco espécies alvo do Plano de Ação Nacional para Conservação dos Primatas do Nordeste (PAN PriNE).

This diploma work takes and describes for the main objective the evolution and the formation of mental maps. These mental maps join with the idea of a travelling and with a travel tourism. The partial objective is the project for an exploitation of these knowledges for the travel tourism. This research is specialized in the basic school students where is the evolution the most descriptive. The evolution of the mental maps is assumed by students of secondary schools and by older informants. The evolution of these mental maps confirms the anylysis of questionnaires.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present work aims to contribute to the environmental preservation of mangroves through the Environmental Perception of the students of the 6th year of a public school in the municipality of Barra dos Coqueiros/SE. For its development, we opted for the qualitative methodological approach, with a bias to the case study. The methodological design of the research was divided into three moments: 1) Diagnosis about the students‟ previous perceptions through questionnaires and mental maps; 2) Conducting a didactic intervention on the mangrove approaches of the municipality; 3) Comparison of the mental maps before and after the educational intervention, in order to verify if there were changes in the students‟ perception. It should be noted that all the above mentioned steps were carried out during Science classes. For the analysis and interpretation of the mental maps made by the students in the first phase of the work, the methodology proposed by Kozel (2001) was used. The use of the questionnaire and mental maps prior to the didactic intervention presented important contributions in order to evaluate the students‟ perceptions regarding the mangrove ecosystem. Thus, it was verified that the students already had previous knowledge about the ecosystem. The didactic intervention contributed significantly to the teaching process and to the expansion of the knowledge that the students already presented, always focusing on environmental issues. As for the mental maps after the intervention, in addition to the students drawing, they also made a description of what they had illustrated, thus facilitating the understanding of the drawings. In the maps and descriptions mentioned above, we identified that the majority of the students emphasized the main environmental problems – for example, the trash – as well as the importance of the ecosystem, both for the population that uses the mangrove as source of subsistence, as well as for local fauna and visiting animals. It was also possible to verify that the environment can affect the individual and vice versa, through a diversity of positive and negative interpretations, with some distorted and depreciative visions related to the work focus environment. Thus, environmental education is necessary in order to carry out, together with the students, a process of sensitization regarding the attitudinal aspects, contributing to the preservation of the environment, besides favoring and stimulating the closer relations of these with nature. / Este trabalho objetivou contribuir para a conservação ambiental dos manguezais através da Percepção Ambiental dos alunos do 6º ano de uma escola pública no município de Barra dos Coqueiros/SE. Para seu desenvolvimento, optou-se pela abordagem metodológica qualitativa, com viés ao estudo de caso. Quanto ao delineamento metodológico da pesquisa, destacam-se três momentos: 1) diagnóstico sobre as percepções prévias dos alunos através de questionários e mapas mentais; 2) realização de uma intervenção didática sobre abordagem do manguezal no município; 3) comparativo dos mapas mentais antes e depois da intervenção educativa, a fim de verificar se houve mudanças na percepção dos alunos. Ressalta-se ainda que todas as etapas acima citadas foram realizadas durante as aulas de Ciências. Para a análise e interpretação dos mapas mentais confeccionados pelos alunos na primeira fase do trabalho, utilizou-se a metodologia proposta por Kozel (2001). A utilização do questionário e mapas mentais anteriores à intervenção didática apresentou importantes contribuições, no sentido de avaliar as percepções dos alunos quanto ao ecossistema manguezal, onde se constatou que os discentes já apresentavam um conhecimento prévio quanto ao ecossistema. Já a intervenção didática contribuiu significativamente no processo de ensino e na ampliação do conhecimento que os alunos já apresentavam, sempre com enfoque para as questões ambientais. Quanto aos mapas mentais posteriores à intervenção, os alunos descreveram suas ilustrações, facilitando assim o entendimento. Nos mapas e descrições supracitados, a maioria dos discentes ressaltou os principais problemas ambientais a exemplo do lixo, como também a importância do ecossistema, tanto para a população que utiliza o manguezal como fonte de subsistência, como também para fauna local e animais visitantes. Foi possível constatar também que o entorno pode afetar o indivíduo e vice-versa, por meio de uma diversidade de interpretações positivas e negativas, com algumas visões distorcidas e depreciativas quanto ao ambiente foco do trabalho. Assim, a educação ambiental faz-se necessária no intuito de realizar, junto aos alunos, um processo de sensibilização quanto aos aspectos atitudinais, contribuindo para a preservação do ambiente ao seu redor, além de favorecer e estimular as relações mais estreitas destes com seu meio. / São Cristóvão, SE

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-12-02T17:03:30Z No. of bitstreams: 2 Dissertação - Marcos Piter Lopes - 2015.pdf: 3239176 bytes, checksum: 0a43e3e633fbc15bdc3d83eb90c786b7 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-12-03T06:44:23Z (GMT) No. of bitstreams: 2 Dissertação - Marcos Piter Lopes - 2015.pdf: 3239176 bytes, checksum: 0a43e3e633fbc15bdc3d83eb90c786b7 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-12-03T06:44:23Z (GMT). No. of bitstreams: 2 Dissertação - Marcos Piter Lopes - 2015.pdf: 3239176 bytes, checksum: 0a43e3e633fbc15bdc3d83eb90c786b7 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-06-29 / This research aims to investigate the contribution of the use of mind maps in teaching Geography in 9th grade of Youth and Adult Education (EJA) in a public school in the city of Inhumas / GO, from the integration of geographic and cartographic knowledge present in that language and that allows students to make a critical reading of the world, tied their realities and daily practices. For the purposes proposals were met, it was necessary to recognize and understand the importance of mental maps in teaching geography at EJA, from the development of school activities, and to examine the potential that the mental map presented as relevant language for the student develop world readings, linking scientific knowledge with everyday. It will also be important to highlight the social Cartography in the teaching of Geography, highlighting the school teaching-learning process and verify the associations of geographical concepts in the production of mental map, from the relationship with the studied school subjects. This research works with research in the case study approach. Thus, the survey and analysis of bibliographic references of Geography and Cartography School, as well as conducting observations and application of mind maps proposals to know the real situation experienced by teachers and students in the classroom was essential, as regards the contribution that can provide maps for teaching geography, linking content with social practices. The main results of research on the link between the maps and your school use were highlighted; maps as a means of appropriation and daily representation; and care that students must observe when integrating the Cartography and the teaching of geography. Thus, the appreciation of everyday life, as the place of decisions and experiences that make individuals, it is important in this approach to geographic and cartographic education in an attempt to observe the importance of private life relationships with scientific knowledge to build a critical thinking about the world. Thus the construction of mental maps becomes pedagogical practice instrument in Geography for individuals to recognize the geographic content in the daily life of the same. / A presente pesquisa tem como objetivo investigar a contribuição da utilização dos mapas mentais no ensino de Geografia do 9º ano da Educação de Jovens e Adultos (EJA) de uma escola pública na cidade de Inhumas/GO, a partir da integração entre conhecimentos geográficos e cartográficos presentes nessa linguagem e que possibilite aos alunos realizar uma leitura crítica do mundo, atrelado as suas realidades e práticas cotidianas. Para que as finalidades propostas fossem alcançadas, foi necessário reconhecer e compreender a importância dos mapas mentais no ensino de Geografia na EJA, a partir do desenvolvimento das atividades escolares, bem como analisar o potencial que o mapa mental apresentou como linguagem pertinente para que o aluno desenvolva leituras de mundo, interligando os saberes científicos com os cotidianos. Além disso, será importante destacar a Cartografia social no ensino de Geografia, destacando o processo de ensino-aprendizagem escolar e verificar as associações dos conceitos geográficos na produção do mapa mental, a partir da relação com os conteúdos escolares estudados. Essa pesquisa trabalha com a investigação sob o enfoque do estudo de caso. Para tanto, foi essencial o levantamento e análise de referenciais bibliográficos da Geografia e Cartografia Escolar, assim como a realização de observações e aplicação de propostas de mapas mentais para conhecer a real situação vivenciada por professores e alunos em sala de aula, no que se refere à contribuição que os mapas podem proporcionar para o ensino de Geografia, vinculando o conteúdo com as práticas sociais. Foram destacados os principais resultados da pesquisa quanto à articulação entre os mapas e seu uso escolar; os mapas como forma de apropriação e representação do cotidiano; e os cuidados que os educandos devem observar ao integrar a Cartografia e o ensino de Geografia. Assim, a valorização do cotidiano, como o lugar das decisões e vivências que compõem os indivíduos, se faz importante na aproximação deste com a educação geográfica e cartográfica, na tentativa de observarmos a importância das relações particulares de vida com o conhecimento científico para construir um pensamento crítico sobre o mundo. Dessa forma a construção de mapas mentais torna-se instrumento de prática pedagógica na Geografia para que indivíduos possam reconhecer os conteúdos geográficos no cotidiano dos mesmos.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-24T12:27:02Z No. of bitstreams: 1 brunacristinaflausinosantiago.pdf: 6665989 bytes, checksum: 29d12d4cdf915ae26341c9c4a1673f23 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-25T15:07:48Z (GMT) No. of bitstreams: 1 brunacristinaflausinosantiago.pdf: 6665989 bytes, checksum: 29d12d4cdf915ae26341c9c4a1673f23 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-25T15:08:25Z (GMT) No. of bitstreams: 1 brunacristinaflausinosantiago.pdf: 6665989 bytes, checksum: 29d12d4cdf915ae26341c9c4a1673f23 (MD5) / Made available in DSpace on 2018-07-25T15:08:25Z (GMT). No. of bitstreams: 1 brunacristinaflausinosantiago.pdf: 6665989 bytes, checksum: 29d12d4cdf915ae26341c9c4a1673f23 (MD5) Previous issue date: 2017-12-18 / Na busca pela Geografia escolar que se vincule à realidade espacial contemporânea aos educandos, a cidade e seus locais habituais aos discentes aparecem como alternativa, como ente a ser explorada pelo professor no intento de educar. Diante do exposto, com o olhar voltado para o ensino da Geografia escolar e, mais especificamente para o campo da linguagem cartográfica, a presente pesquisa partiu das indagações: o mapa mental como recurso didático contribui para o ensino da Geografia escolar? A análise de mapas mentais confeccionados pelos educandos possibilita que o professor compreenda as noções espaciais construídas por eles? Em nossa hipótese de trabalho, as respostas para as questões apresentadas são positivas. Trazemos como objetivo geral verificar as potencialidades dos mapas mentais elaborados por discentes enquanto recurso didático no ensino da Geografia escolar. O recurso didático explorado foi o mapa mental no contexto da Geografia escolar a partir da análise de conteúdo de mapas mentais proposta pela metodologia Kozel. A complexidade espacial aciona o uso das linguagens como forma de alcançar a aprendizagem dos fenômenos. Para alcançar a compreensão dos mapas várias habilidades e leituras devem ser movimentadas, pois, esse instrumento é imbuído de informações através de diferentes símbolos. Através das manifestações espaciais é possível compreender as entranhas de uma sociedade em toda a sua complexidade relacional. Assim, os mapas mentais nos dizem muito sobre a percepção espacial do sujeito, esse recurso nos indica de onde o sujeito fala. A confecção e leitura dos mapas mentais contribui para o alcance dos níveis da alfabetização cartográfica e apreensão dessa linguagem. Por mais que os mapas no geral, codificados ou decodificados pelos estudantes se restringem a informação de localização no espaço, as lógicas espaciais que perpassam tal localização devem ser focadas pelo trabalho docente. / Searching for the scholar Geography that is linked to the students’ contemporary reality, the city and their habitual place seem to the student as an alternative, like an entity to be explored by the teacher who is aiming to teach. Against what was showed, looking at the Geography teaching process and, more specifically, to the cartographic language field, this research started off from the questions: does the mental map as a teaching resource contribute to teaching Geography in schools? Do the analysis of mental maps made by the students help the teacher to understand the space notions built by them? In our hypothesis of work, the answers to the questions above are positives. We bring as general objective to verify the potentialities of mental maps elaborated by the students as a teaching resource of scholar Geography. The didactic resource used was the mental map in the context of scholar Geography from the analysis of the mental maps’ content proposed by Kozel methodology. The spatial complexity activates the use of languages as a way to achieve the full comprehension of the phenomena. To achieve the maps comprehension, many abilities and readings must be used, because this instrument is imbued with information through different symbols. Across the spatial manifestations, it is possible to understand the roots of a society in its whole relational complexity. Thus, the mental maps tell us a lot about the subject’s spatial perception, so this appeal indicates the place where the individual speaks from. The confection and reading of mental maps contribute to reaching the levels of literacy and apprehension of cartographic language. As much as the maps in general, encoded or decoded by the students, are restricted, the information related to their location in space, the spatial logics that pass through such location must be focused during the teaching practice.

Environmental problems had intensified with the sedentarization of man and with the modification of the natural landscape or first nature with the emergence and implantation of cities. With the growth of cities also increased environmental problems within the urban environment. The currently standard of many cities is unsustainable due to various reasons such as lack of urban planning, pollution, garbage problem, the irregular housing, lack of sanitation, among many others that could be mentioned. With the emergence of these problems emerges also a constant concern with environmental issues and the preservation of nature. Environmental education arises as an alternative, in an attempt to mitigate the damage caused by man, and also to educate society to care for and preserve the environment, changing its posture with nature and with the use of natural resources, trying to live in a sustainable society. The main objective of this paper was evaluate, from the use of mind maps, how the students from 7th grade at State High School Padre Ângelo Bartelle in the city of Rosário do Sul RS, perceive urban environmental problems. These objectives were achieved by working with the concept of perception in the classroom, discussing the relationship between society and the consumption together with students, and linking it with existent global environmental problems. Afterwards, students confected mental maps which represented the main environmental problems of your living space. The mental maps of the students were analyzed with the aid of the phenomenological method and analysis methodology proposed by Kozel (2001). Based on the analysis of mental maps made by students, it was identified the main environmental issues raised by the students as being the most serious within your living space in the urban environment. Several environmental problems were pointed out by them, but the garbage was the main one. Therefore, it is required a deep Environmental Emancipatory Education work, facing this problem and resuming the pursuit of awareness not for just recycling, but also an attitude toward the consumption and to the search for alternatives that can transform the living space. Keywords: Environmental Problems, Perception, Mental Maps, Environmental Education / Os problemas ambientais intensificaram-se com a sedentarização do homem e com a modificação da paisagem natural ou primeira natureza com o surgimento e a implantação das cidades. Com o crescimento das cidades aumentaram também os problemas ambientais dentro do meio urbano. O padrão de grande parte das cidades hoje é insustentável devido a diversos motivos como a falta de planejamento urbano, a poluição, o problema do lixo, as moradias irregulares, a falta de saneamento básico, entre tantos outros que podem ser mencionados. Com o surgimento desses problemas emerge também uma preocupação constante com a questão ambiental e com a preservação da natureza. A Educação Ambiental surge como uma alternativa, na tentativa de se amenizar os danos causados pelo homem, e também de se educar a sociedade para como cuidar e preservar o meio ambiente, mudando a sua postura com a natureza e com o uso dos recursos naturais, tentando viver em sociedade de forma sustentável. O presente trabalho teve como objetivo geral avaliar, a partir do uso de mapas mentais, como os alunos da 7ª série da Escola Estadual de Ensino Médio Padre Ângelo Bartelle no município de Rosário do Sul RS, percebem os problemas ambientais urbanos. Esses objetivos foram alcançados trabalhando com o conceito de percepção em sala de aula, discutindo as relações da sociedade com o consumo junto com os alunos, fazendo a ligação com os problemas ambientais globais existentes. Num segundo momento os alunos confeccionaram mapas mentais onde representaram os principais problemas ambientais do seu espaço vivido. Os mapas mentais dos alunos foram analisados com o auxílio do método fenomenológico e da metodologia de análise proposta por Kozel (2001). Com base na análise dos mapas mentais confeccionados pelos alunos, identificaram-se os principais problemas ambientais apontados pelos alunos como sendo os mais graves dentro do seu espaço vivido no meio urbano. Vários foram os problemas ambientais apontados por eles, mas o que foi o principal deles é o lixo. Exige-se assim um trabalho de Educação Ambiental Emancipatória mais profundo voltado para esse problema retomando a busca da conscientização não só para a reciclagem, mas também de uma postura em relação ao consumo e para a busca de alternativas que transformem o espaço vivido.