Mapas conceituais: uma possibilidade metodológica para o ensino e aprendizagem no ambiente escolar

Abstract

This study aimed to show the importance of conceptual maps’ construction at the school environment, highlighting some observations and methodological procedures involving this pedagogical practice. This bibliographical research had Novak (2010), Moreira (2012), Lima (2004) as the central theoretical support for educational issue. Concept maps should have well established objective and goal, ie, strategically set in order to insert them in the school planning and ensure the real potential of this educational tool. Thus, concept maps make themselves an educational alternative to achieve favorable contributions to student’s learning, providing them the development of better communication, language, autonomy and reflection. Another interesting point is Senge’s (2006) contribution for mental models with a strategic approach to organizations that aim to achieve a quality standard, seen as a possibility to carry out conceptual maps as support to the information’s architecture produced in schools.