Mapas Conceituais
Autor: Pedagogicamente Falando. | Publicado: 2015-03-11T10:27:00-07:00


Mapas Conceituais no
Processo de Ensino-Aprendizagem: aspectos práticos











Mapas Conceituais&nbsp;são estruturas esquemáticas
que representam conjuntos de ideias e conceitos dispostos em uma espécie de
rede de proposições, de modo a apresentar mais claramente a exposição do
conhecimento e organizá-lo segundo a compreensão cognitiva do seu idealizador. Portanto,
são representações gráficas, que indicam relações entre palavras e conceitos,
desde aqueles mais abrangentes até os menos inclusivos. São utilizados para a
facilitação, a ordenação e a sequenciação hierarquizada dos conteúdos a serem
abordados, de modo a oferecer estímulos adequados à aprendizagem.

A&nbsp;construção de Mapas
Conceituais (Novak &amp; Gowin, 1996) propõe que as temáticas sejam
apresentadas de modo diferenciado, progressivo e integrado. Pela diferenciação
progressiva, determinados conceitos são desdobrados em outros conceitos que
estão contidos em si mesmos, parcial ou integralmente, indo dos conceitos mais&nbsp;globais&nbsp;aos menos inclusivos, conforme pode
ser observado na figura abaixo.



Exemplo de&nbsp;mapa&nbsp;conceitual sobre aprendizagem
significativa, elaborado por Novak e Cañas (2010). É possível observar como os
conceitos estão distribuídos e correlacionados entre si, formando um verdadeiro
mapa.

Um mapa conceitual possui diversas
utilidades&nbsp;práticas, destacando-se a avaliação da
consolidação de um conhecimento adquirido pelo educando, não estando, portanto,
mais próximo da apresentação de um conhecimento novo a este educando.

Assim, a utilização de um mapa
conceitual como um método avaliativo, trata-se de uma técnica não tradicional e
qualitativa, que busca observar como o aluno estrutura, organiza, hierarquiza,
integra e relaciona conceitos de certa unidade de estudo, procurando obter
evidências de aprendizagem significativa. Deve ser utilizado preferivelmente
quando os alunos já possuem certa familiaridade com o conteúdo. Assim, os mapas
de conceitos são bons instrumentos para representar a estrutura cognitiva do
aluno, averiguando além dos subsunçores já existentes, as mudanças que ocorrem
na estrutura cognitiva durante a instrução (MOREIRA, M. A. 1980)

Como representações gráficas, os Mapas
Conceituais (Faria, 1995) indicam as relações existentes entre conceitos,
conectando-os através de palavras-chave e oferecendo estímulos adequados aos
educandos. Também, servem como instrumentos de transposição do conteúdo
sistematizado em conteúdo significativo no processo de ensino-aprendizagem.

Nesta perspectiva, são abordadas as
concepções da aprendizagem por recepção, dando ênfase à aprendizagem verbal e
às representações visuais, que são predominantes nos espaços escolares. Logo, a
ferramenta didática&nbsp;Mapa Conceitual&nbsp; pode servir para tornar
mais significativa a aprendizagem aos educandos, permitindo-lhes estabelecer
relações sistematizadas entre os conteúdos apresentados com os conhecimentos
anteriormente assimilados. Estes instrumentos se aplicam a diversas áreas do
ensino e da aprendizagem, como&nbsp; planejamentos de currículo, sistemas e
pesquisas em&nbsp;educação.

Leia também:

Mapas Conceituais no Processo de
     Ensino-Aprendizagem: aspectos teóricos


Referências:
AUSUBEL, D.P. Aquisição e Retenção de Conhecimentos: uma perspectiva cognitiva.
Lisboa: Plátano Edições Técnicas, 2003.

AUSUBEL, D.P., NOVAK, J.D. and
HANESIAN, H. Educational Psychology. New York: Holt, Rinehart and Winston,
1986.

FARIA, de Wilson. Mapas Conceituais:
aplicações ao ensino, currículo e avaliação.&nbsp;São Paulo: EPU - Temas
Básicos de Educação e Ensino, 1985.

NOVAK, J.D. &amp; GOWIN, D.B. (1996).
Aprender a Aprender. Lisboa: Plátano Edições Técnicas, 1986.

MOREIRA, M. A.; Mapas Conceituais como
Instrumentos para Promover a Diferenciação Conceitual Progressiva e a
Reconciliação Integrativa. Ciência e Cultura, 32, v. 4: 474-479, 1980.

Mapas Conceituais&nbsp;são estruturas esquemáticas
que representam conjuntos de ideias e conceitos dispostos em uma espécie de
rede de proposições, de modo a apresentar mais claramente a exposição do
conhecimento e organizá-lo segundo a compreensão cognitiva do seu idealizador.
Portanto, são representações gráficas, que indicam relações entre palavras e
conceitos, desde aqueles mais abrangentes até os menos inclusivos. São
utilizados para a facilitação, a ordenação e a sequenciação hierarquizada dos
conteúdos a serem abordados, de modo a oferecer estímulos adequados à
aprendizagem.

A&nbsp;construção de Mapas
Conceituais (Novak &amp; Gowin, 1996) propõe que as temáticas sejam
apresentadas de modo diferenciado, progressivo e integrado. Pela diferenciação
progressiva, determinados conceitos são desdobrados em outros conceitos que
estão contidos em si mesmos, parcial ou integralmente, indo dos conceitos mais&nbsp;globais&nbsp;aos menos inclusivos, conforme pode
ser observado na figura abaixo.









































Exemplo de&nbsp;mapa&nbsp;conceitual sobre aprendizagem
significativa, elaborado por Novak e Cañas (2010). É possível observar como os
conceitos estão distribuídos e correlacionados entre si, formando um verdadeiro
mapa.

Um mapa conceitual possui diversas
utilidades&nbsp;práticas, destacando-se a avaliação da
consolidação de um conhecimento adquirido pelo educando, não estando, portanto,
mais próximo da apresentação de um conhecimento novo a este educando.

Assim, a utilização de um mapa
conceitual como um método avaliativo, trata-se de uma técnica não tradicional e
qualitativa, que busca observar como o aluno estrutura, organiza, hierarquiza,
integra e relaciona conceitos de certa unidade de estudo, procurando obter
evidências de aprendizagem significativa. Deve ser utilizado preferivelmente
quando os alunos já possuem certa familiaridade com o conteúdo. Assim, os mapas
de conceitos são bons instrumentos para representar a estrutura cognitiva do
aluno, averiguando além dos subsunçores já existentes, as mudanças que ocorrem
na estrutura cognitiva durante a instrução (MOREIRA, M. A. 1980)

Como representações gráficas, os Mapas
Conceituais (Faria, 1995) indicam as relações existentes entre conceitos,
conectando-os através de palavras-chave e oferecendo estímulos adequados aos
educandos. Também, servem como instrumentos de transposição do conteúdo
sistematizado em conteúdo significativo no processo de ensino-aprendizagem.

Nesta perspectiva, são abordadas as
concepções da aprendizagem por recepção, dando ênfase à aprendizagem verbal e
às representações visuais, que são predominantes nos espaços escolares. Logo, a
ferramenta didática&nbsp;Mapa Conceitual&nbsp; pode servir para tornar
mais significativa a aprendizagem aos educandos, permitindo-lhes estabelecer
relações sistematizadas entre os conteúdos apresentados com os conhecimentos
anteriormente assimilados. Estes instrumentos se aplicam a diversas áreas do
ensino e da aprendizagem, como&nbsp; planejamentos de currículo, sistemas e
pesquisas em&nbsp;educação.

Leia também:

Mapas Conceituais no Processo de
     Ensino-Aprendizagem: aspectos teóricos


Referências:
AUSUBEL, D.P. Aquisição e Retenção de Conhecimentos: uma perspectiva cognitiva.
Lisboa: Plátano Edições Técnicas, 2003.

AUSUBEL, D.P., NOVAK, J.D. and
HANESIAN, H. Educational Psychology. New York: Holt, Rinehart and Winston,
1986.

FARIA, de Wilson. Mapas Conceituais:
aplicações ao ensino, currículo e avaliação.&nbsp;São Paulo: EPU - Temas
Básicos de Educação e Ensino, 1985.

NOVAK, J.D. &amp; GOWIN, D.B. (1996).
Aprender a Aprender. Lisboa: Plátano Edições Técnicas, 1986.

MOREIRA, M. A.; Mapas Conceituais como
Instrumentos para Promover a Diferenciação Conceitual Progressiva e a
Reconciliação Integrativa. Ciência e Cultura, 32, v. 4: 474-479, 1980.

Construindo
mapas conceituais



Constructing
concept maps





Romero
Tavares

Departamento de
Física, Universidade Federal da Paraíba (UFPB), João Pessoa, Paraíba, Brasil











Resumo

O mapa conceitual é
uma estrutura esquemática para representar um conjunto de conceitos imersos
numa rede de proposições. Ele é considerado como um estruturador do
conhecimento, na medida em que permite mostrar como o conhecimento sobre
determinado assunto está organizado na estrutura cognitiva de seu autor, que
assim pode visualizar e analisar a sua profundidade e a extensão. Ele pode ser
entendido como uma representação visual utilizada para partilhar significados,
pois explicita como o autor entende as relações entre os conceitos enunciados.
O mapa conceitual se apóia fortemente na teoria da aprendizagem significativa
de David Ausubel, que menciona que o ser humano organiza o seu conhecimento
através de uma hierarquização dos conceitos. © Ciências &amp; Cognição 2007;
Vol. 12: ??-??.

Palavras
chave:&nbsp;Aprendizagem significativa; Construção
de significados; Estrutura cognitiva; Hierarquia de conceitos.







Abstract

A concept map is a
schematic framework that represents a group of concepts immersed in a web of
propositions. It is considered as a structure maker of knowledge, as it permits
to show how knowledge about a topic is organized in the cognitive structure of
his author, that can visualize and analyze its deep and extension. It can be
seen as a visual representation used to share meanings, because it makes
evident how the author understands the relations among the mentioned concepts.
The concept map is strongly supported theoretically by the meaningful theory of
David Ausubel that says the human being organize their knowledge in a
hierarchical way. © Ciências &amp; Cognição 2007; Vol. 12: ??-??.

Keywords: Meaningful learning; Construction of meanings;
Cognitive structure; Hierarchy of concepts.











Introdução

O construtivismo tem
diversas vertentes, mas todas concordam em considerar a aprendizagem como um
processo no qual o aprendiz relaciona a informação que lhe é apresentada com
seu conhecimento prévio sobre esse tema. A história da construção do
conhecimento pessoal é a história da vida de cada um de nós, pois construímos
esse conhecimento de uma maneira específica e individual. A construção do
conceito sobre um objeto de uso corriqueiro, como cadeira, tem características
comuns a todos nós, tais como a sua forma e funcionalidade. Mas existe algo de
específico na maneira que cada um de nós vê uma cadeira, que reflete a forma
idiossincrática que construímos esse conceito. Cada um de nós foi apresentado a
uma cadeira e foi construindo esse conceito de maneira absolutamente pessoal.
Essa forma idiossincrática foi sendo definida com as condições que encontramos
ao nascer e viver as primeiras experiências, o estilo de vida e as
oportunidades de vivências que nos foram oferecidos.

Numa frase que ficou
famosa, Ausubel mencionou que se tivesse que reduzir toda a Psicologia
Educacional a um único princípio, diria isto:

"O fator isolado mais importante
que influencia a aprendizagem é aquilo que o aprendiz já conhece. Descubra o
que ele sabe e baseie nisso os seus ensinamentos." (Ausubel et al., 1980)

Segundo David Ausubel
o ser humano constrói significados de maneira mais eficiente quando considera
inicialmente a aprendizagem das questões mais gerais e inclusivas de um tema,
ao invés de trabalhar inicialmente com as questões mais específicas desse
assunto:

"Quando se programa a matéria a
ser lecionada de acordo com o princípio de diferenciação progressiva, apresentam-se,
em primeiro lugar, as idéias mais gerais e inclusivas da disciplina e, depois,
estas são progressivamente diferenciadas em termos de pormenor e de
especificidade. Esta ordem de apresentação corresponde, presumivelmente, à
seqüência natural de aquisição de consciência cognitiva e de sofisticação,
quando os seres humanos estão expostos, de forma espontânea, quer a uma área de
conhecimentos completamente desconhecida, quer a um ramo desconhecido de um
conjunto de conhecimentos familiar. Também corresponde à forma postulada,
através da qual se representam, organizam e armazenam estes conhecimentos nas
estruturas cognitivas humanas.

Por outras palavras,
elaboram-se aqui dois pressupostos:

(1) é menos difícil
para os seres humanos apreenderem os aspectos diferenciados de um todo,
anteriormente apreendido e mais inclusivo, do que formular o todo inclusivo a
partir das partes diferenciadas anteriormente aprendidas;

(2) a organização que
o indivíduo faz do conteúdo de uma determinada disciplina no próprio intelecto
consiste numa estrutura hierárquica, onde as idéias mais inclusivas ocupam uma
posição no vértice da estrutura e subsumem, progressivamente, as proposições,
conceitos e dados factuais menos inclusivos e mais diferenciados."
(Ausubel, 2003: 166)

A construção de mapas
conceituais na maneira proposta por Novak e Gowin (Novak, 1998; Novak e Gowin,
1999) considera uma estruturação hierárquica dos conceitos que serão
apresentados tanto através de uma diferenciação progressiva quanto de uma
reconciliação integrativa. A figura 1 mostra um mapa conceitual que apresenta
tanto a diferenciação progressiva quanto a reconciliação integrativa. Esses
mapas hierárquicos se estruturam de acordo com a Teoria da Aprendizagem
Significativa de David Ausubel, e desse modo contribuem, de maneira mais
eficiente, para a construção do conhecimento do aprendiz.

Na diferenciação
progressiva um determinado conceito é desdobrado em outros conceitos que estão
contidos (em parte ou integralmente) em si. Por exemplo, na figura1, o conceito&nbsp;Processos&nbsp;engloba
os conceitosAvaliação da aprendizagem&nbsp;e&nbsp;Construção do
conhecimento, e essa espécie de bifurcação configura uma diferenciação
progressiva; estaremos indo de conceitos mais globais para conceitos menos
inclusivos.



Figura 1

Figura 1 -&nbsp;Mapa
conceitual sobre uma disciplina de Física.



Na reconciliação
integrativa um determinado conceito é relacionado a outro aparentemente díspar.
Um mapa conceitual hierárquico se ramifica em diversos ramos de uma raiz
central. Na reconciliação integrativa um conceito de um ramo da raiz é
relacionado a um outro conceito de outro ramo da raiz, propiciando uma
reconciliação, uma conexão entre conceitos que não era claramente perceptível.
No mapa conceitual da figura 1 estão apresentadas duas situações com
reconciliação integrativa, e as conexões estão apresentadas num tracejado em
negrito. Essas ligações cruzadas podem indicar capacidade criativa (Novak e
Gowin, 1999: 52) na percepção de um elo conceitual entre dois segmentos de um
mapa.

O mapa conceitual
hierárquico se coloca como um instrumento adequado para estruturar o
conhecimento que está sendo construído pelo aprendiz, assim como uma forma de
explicitar o conhecimento de um especialista. Ele é adequado como instrumento
facilitador da meta-aprendizagem, possibilitando uma oportunidade do estudante
aprender a aprender, mas também é conveniente para um especialista tornar mais
clara as conexões que ele percebe entre os conceitos sobre determinado tema.

Quando um aprendiz
utiliza o mapa durante o seu processo de aprendizagem de determinado tema, vai
ficando claro para si as suas dificuldades de entendimento desse tema. Um
aprendiz não tem muita clareza sobre quais são os conceitos relevantes de
determinado tema, e ainda mais, quais as relações sobre esses conceitos. Ao
perceber com clareza e especificidade essas lacunas, ele poderá voltar a
procurar subsídios (livro ou outro material instrucional) sobre suas dúvidas, e
daí voltar para a construção de seu mapa. Esse ir e vir entre a construção do
mapa e a procura de respostas para suas dúvidas irá facilitar a construção de
significados sobre conteúdo que está sendo estudado. O aluno que desenvolver
essa habilidade de construir seu mapa conceitual enquanto estuda determinado
assunto, está se tornando capaz de encontrar autonomamente o seu caminho no
processo de aprendizagem. Caso ele não consiga encontrar as respostas nas
consultas ao material instrucional, ele ainda assim terá conseguido ter clareza
sobre as suas perguntas, e desse modo já terá encaminhado a sua aprendizagem de
maneira conveniente e segura. Pois quando se tem clareza das perguntas, ou das
dúvidas, é mais fácil procurar ajuda de pessoas mais experientes.

Normalmente, a
aprendizagem por recepção significativa ocorre à medida que o material de
instrução potencialmente significativo entra no campo cognitivo do aprendiz,
interage com o mesmo e é ancorado, de forma adequada, a um sistema conceitual relevante
e mais inclusivo. (Ausubel, 2003: 60). Esse ir e vir entre o material
instrucional e a construção do mapa conceitual, colocado anteriormente,
possibilita uma elaboração eficaz dos significados sobre um tema. Caso não
existam conceitos âncora adequados na estrutura cognitiva, esse ir e vir será
uma oportunidade da consecução dessa tarefa, na medida em que são elucidadas as
lacunas conceituais sobre o assunto.

Embora os mapas
conceituais possam transmitir informações factuais tão bem quanto os textos,
esses organizadores gráficos são mais efetivos que os textos para ajudar os
leitores a construir inferências complexas e integrar as informações que eles
fornecem (Vekiri, 2002: 287). Eles também têm o potencial de melhorar a
acessibilidade e usabilidade materiais durante uma pesquisa na medida que
apresentam marcas visuais-espaciais que podem guiar uma seleção ou
categorização. Existe a comprovação empírica sobre a eficiência de buscas, onde
se comprova a que os interessados localizam mais informações quando elas são
apresentadas em formas de mapas ao invés de textos (O'Donnel, 1993: 222).



Alguns
tipos de mapas

Existe uma grande
variedade de tipos mapas disponíveis, que foram imaginados e construídos pelas
mais diversas razões. Alguns são preferidos pela facilidade de elaboração (tipo
aranha), pela clareza que explicita processos (tipo fluxograma), pela ênfase no
produto que descreve, ou pela hierarquia conceitual que apresenta.

Quando se deseja
otimizar um determinado processo, a utilização do mapa tipo fluxograma é a
representação mais adequada. Esse tipo de mapa deixa claro quais são as
confluências e as possíveis opções a serem escolhidas. Ele ainda é extremamente
utilizado na elaboração de programas de computador, quando se deseja construir
um algoritmo eficiente para determinada função.

No entanto, o único
tipo de mapa que explicitamente utiliza uma teoria cognitiva em sua elaboração
é o mapa hierárquico do tipo proposto por Novak e Gowin (1999).

Mapa
conceitual do tipo teia de aranha (figura 2)



Figura 2

Figura 2 -&nbsp;Mapa
conceitual do tipo TEIA de ARANHA.



Ele é organizado
colocando-se o conceito central (ou gerador) no meio do mapa. Os demais
conceitos vão se irradiando na medida que nos afastamos do centro.

Vantagens:&nbsp;Fácil de estruturar, pois todas as
informações estão unificadas em torno de um ou vários temas centrais. O foco
principal é a irradiação das relações conceituais, sem preocupação com as
relações hierárquicas, ou transversais.

Desvantagens:&nbsp;Dificuldade em mostrar as relações entre os
conceitos, e desse modo permitir a percepção de uma integração entre as
informações. Não fica clara a opinião do autor sobre a importância relativa
entre os vários conceitos e o conceito central.

Mapa
conceitual tipo fluxograma (figura 3)

Ele organiza a
informação de uma maneira linear. Ele é utilizado para mostrar passo a passo
determinado procedimento, e normalmente inclui um ponto inicial e outro ponto
final. Um fluxograma é normalmente usado para melhorar a performance de um
procedimento.

Vantagens:&nbsp;Fácil de ler; as informações estão
organizadas de uma maneira lógica e seqüencial.

Desvantagens:&nbsp;Ausência de pensamento crítico, normalmente é
incompleto na exposição do tema. Ele é construído para explicitar um processo,
sem a preocupação de explicar determinado tema; na sua gênese não pretende
facilitar a compreensão do processo, mas otimizar a sua execução.



Figura 3

Figura 3 -&nbsp;Mapa
conceitual do tipo FLUXOGRAMA.



Mapa
conceitual tipo sistema: entrada e saída (figura 4)

Organiza a informação
num formato que é semelhante ao fluxograma, mas com o acréscimo da imposição
das possibilidades "entrada" e "saída".

Vantagens:&nbsp;Mostra várias relações entre os conceitos.

Desvantagens:&nbsp;Alguma vezes é difícil de se ler devido ao
grande número de relações entre os conceitos. Na sua gênese pretende explicar a
transformação de insumos em produto acabado. É adequado para explicar processos
que impliquem em entrada e saída.



Figura 4

Figura 4 -&nbsp;Mapa
conceitual do tipo ENTRADA e SAÍDA (mapa acessado em 19/7/2007, no endereço
eletrônico:http://classes.aces.uiuc.edu/ACES100/Mind/graphics/food-map.gif).



Mapa
conceitual hierárquico (figura 5)

A informação é
apresentada numa ordem descendente de importância. A informação mais importante
(inclusiva) é colocada na parte superior. Um mapa hierárquico é usado para nos
dizer algo sobre um procedimento.

Vantagens:&nbsp;Os conceitos mais inclusivos estão
explícitos; os conceitos auxiliares e menos inclusivos estão
inter-relacionados. Estrutura o conhecimento de maneira mais adequada a
compreensão humana, considerando em posição de destaque os conceitos mais
inclusivos.

Desvantagens:&nbsp;Mais difícil de externar e construir, visto
que expõe a estrutura cognitiva do autor sobre o assunto. A clareza do autor
sobre o tema fica evidente quando da sua construção. A sua construção sempre
representa um desafio, visto que explicita (principalmente para si) a
profundidade do conhecimento do autor sobre o tema do mapa.



Construindo
um mapa

Considerando mapas
onde os conceitos estão de acordo com o que é aceito pela comunidade científica
sobre determinado tema, não existe um mapa certo ou mapa errado. Existem mapas
com uma demonstração de grande conhecimento sobre as possíveis relações entre
os conceitos mostrados. Dois grandes especialistas sobre um assunto
dificilmente construirão mapas iguais. Talvez eles concordem em linhas gerais
sobre quais são os conceitos mais importantes, mas dificilmente eles escolherão
as mesmas relações entre esses conceitos. Dois especialistas não contestarão os
respectivos mapas, visto que esses trabalhos serão expressões pessoais que cada
um tem sobre o tema.

Novak mostra o mapa
conceitual feito por um aluno do ensino fundamental, considerando uma lista de
conceitos que lhe foi apresentada (ver Figura 7). Esse aluno era o melhor
leitor em voz alta da sua turma, mas mostrou pouca compreensão a respeito do
que lia. O seu mapa sugere uma abordagem de cor à leitura, que não conduziu à
aquisição de significados (Novak e Gowin, 1999: 124). Nós consideramos esse
mapa como um MAU mapa, e em contraposição, estamos apresentando um BOM mapa.



Figura 5

Figura 5 -&nbsp;Mapa
conceitual do tipo HIERÁRQUICO.



Um BOM (figura 6)
mapa começa com uma boa seleção de conceitos relacionados ao tema principal.
Cada conceito pode estar relacionado a mais de um outro conceito. A existência
de grande número de conexões entre os conceitos revela a familiaridade do autor
com o tema considerado. Mesmo que ele não tenha feito a escolha dos conceitos a
serem mapeados, ele conseguirá perceber as relações entre eles se tiver algum
domínio sobre o tema.

Podemos exercitar as
habilidades dos alunos na construção de mapas fornecendo seis ou oito conceitos
chave que sejam fundamentais para compreender um tema que se quer cobrir, e
pedir aos estudantes que elaborem um mapa conceitual que relacione tais
conceitos, e que acrescentem conceitos adicionais relevantes e os ligues de
modo a formarem proposições que tenha sentido (Novak e Gowin, 1999: 56).

Um MAU mapa (figura
7) conceitual faz uma conexão linear entre os conceitos. Ele evidencia que seu
autor não visualiza outras conexões, outras possibilidades de entendimento da
questão (Novak e Gowin, 1999: 124).



Figura 6

Figura 6 -&nbsp;Um
bom mapa conceitual.



Figura 7

Figura 7 -&nbsp;Um
mau mapa conceitual.



Mapa
como estruturador do conhecimento

Existem diversas
aplicações em Educação dos Mapas Conceituais (Novak e Gowin, 1999: 56), onde
poderemos exemplificar algumas:

Exploração do que os alunos já sabem - Na
     figura 8, o então estudante de Mestrado, demonstra suas idéias sobre
     determinado tema.
O traçado de um roteiro para a aprendizagem -
     Quando um professor fornece uma lista de conceitos sobre determinado tema,
     e sugere que seus alunos façam um mapa conceitual ele estará traçando um
     roteiro para a aprendizagem, estará indicando um caminho que funciona como
     um andaime cognitivo; facilita ao estudante chegar aonde não conseguiria
     ir sozinho. Com a sua ajuda ou de materiais instrucionais, os alunos irão
     se debruçar sobre a tarefa, com a percepção clara do estágio cognitivo em
     que se encontram. A possível dificuldade inicial em traçar um mapa com os
     conceitos fornecidos pelo mestre será um indício claro do estágio de
     conhecimento em que eles se encontram. Ao se dirigirem para os materiais
     instrucionais (ou ao mestre) eles poderão ir construindo significados e
     desse modo enriquecer o mapa inicial. Se a opção da estratégia for
     construir um mapa colaborativo, os estudantes terão a oportunidade de
     entrar em contato com as semelhanças e diferenças entre seus valores (e
     conceitos) e aqueles de seus colegas; percebendo desse modo que o
     conhecimento é idiossincrático. Nesse ir e vir, construindo um mapa e
     buscando novos conhecimentos, o estudante está elaborando as suas
     habilidades em construir seu próprio conhecimento, está aumentando a sua
     destreza na meta-aprendizagem.
Leitura de artigos em jornais e revistas, ou a
     extração de significados de livros de texto - Na figura 9, temos um mapa
     conceitual sobre um artigo científico sobre esforço cognitivo.
Preparação de trabalhos escritos ou de
     exposições orais - Na Figura 5 nós temos um exemplo de mapa hierárquico
     conveniente para mostrar a estruturação conceitual de uma Dissertação de
     Mestrado, e que foi utilizado quando da apresentação dessa Dissertação.
     Esse tipo de estratégia facilita o acompanhamento do desenvolvimento das
     teorias, modelos, conceitos e idéias que fazem parte de determinado
     trabalho.
Avaliação formativa - na medida em que ele
     explicita o estágio da aprendizagem em que se encontra um estudante, o
     mapa se apresenta como uma radiografia da estrutura cognitiva do aprendiz.
     Desse modo possibilita ao professor encaminhar o estudante para processos
     cognitivos adequados a sua situação.


Quando os alunos
aprendem determinado tema utilizando mapas conceituais, eles desenvolvem seu
próprio entendimento através da internalização da informação. Por outro lado,
quando os estudantes constroem seu próprio mapa conceitual, eles necessitam
desenvolver inicialmente uma compreensão sobre os conceitos que estão
estudando, antes de poder representar seu conhecimento através de um mapa
pessoal (Vekiri, 2002: 266). Utilizar um mapa construído por uma especialista e
construir seu próprio mapa são duas vertentes da utilidade dos mapas no
processo ensino/aprendizagem.

Eventualmente nos
deparamos com a situação de construir um mapa sobre um tema amplo, e com a
possibilidade de construir uma rede de conceitos extremamente densa. Uma
solução adotada é o desdobramento de um mapa mais inclusivo em diversos mapas
mais específicos. Na figura 10 um mapa conceitual delineia as possibilidades de
desenvolvimento do ser humano ao longo de sua vida. Na figura 11, um mapa
conceitual apresenta uma rede de conceitos Sobre o desenvolvimento cognitivo
durante a infância, segundo duas correntes teóricas.

A função mais
importante da escola é dotar o ser humano de uma capacidade de estruturar
internamente a informação e transformá-la em conhecimento. A escola deve
propiciar o acesso à meta-aprendizagem, o saber aprender a aprender. Nesse
sentido, o mapa conceitual é uma estratégia facilitadora da tarefa de aprender
a aprender. A meta-aprendizagem torna possível ao estudante a compreensão da
estrutura de determinado assunto. Aprender a estrutura de uma disciplina é
compreendê-la de um modo que permita que muitas outras coisas com ela
significativamente se relacionem. Por outras palavras, conhecer uma estrutura é
saber como as coisas se ligam entre si. O ensino e a aprendizagem da estrutura,
ao contrário do simples domínio dos fatos e técnicas, são o centro do clássico
problema de transferência. O que importa não é a transferência de uma
habilidade mas de uma noção, que pode ser usada como base para reconhecer
problemas subseqüentes, como casos especiais da idéia inicialmente dominada.
Esse tipo de transferência encontra-se no centro do processo educacional - o
contínuo alargamento e aprofundamento do conhecimento, em termos de idéias
básicas e gerais (Bruner, 1966).



Figura 8

Figura 8 -&nbsp;Mapa
conceitual de um aluno sobre modelos.



Figura 9

Figura 9 -&nbsp;Mapa
conceitual sobre artigo científico.



Figura 10

Figura 10 -&nbsp;Desdobramento
de um mapa - Desenvolvimento do ser humano (mapa acessado em 19/7/2007, no
endereço eletrônico:&nbsp;http://cmapspublic3.ihmc.us/servlet/SBReadResourceServlet?rid=1040074302312_73323607_11802&amp;partName=htmltext).



Figura 11

Figura 11 -&nbsp;Desdobramento
de um mapa - desenvolvimento cognitivo na infância (mapa acessado em 19/7/2007,
no endereço eletrônico:&nbsp;http://cmapspublic3.ihmc.us/servlet/SBReadResourceServlet?rid=1040074302718136181091011833&amp;partName=htmltext).



Mapa
conceitual, codificação dual e aprendizagem multimídia

Considera-se que uma
representação gráfica é mais efetiva que um texto para a comunicação de
conteúdos complexos porque o processamento mental das imagens pode ser menos
exigente cognitivamente que o processamento verbal de um texto (Vekiri, 2002:
262).

O mapa conceitual é
uma estrutura esquemática para representar um conjunto de conceitos imersos
numa rede de proposições. Ele pode ser entendido como uma representação visual
utilizada para partilhar significados.

A teoria da
codificação dual de Allan Paivio (1991) indica que existem dois subsistemas
cognitivos; um especializado em objetos e/ou eventos não verbais (i.e.
imagético), e o outro especializado em lidar com a linguagem (i.e.
verbal). Imagens e palavras são códigos diferentes, mas inter-relacionados.
Eles podem ser ativados independentemente, mas quando interconectados, as
informações são codificadas de modo dual. A informação quando é oferecida de
maneira interconectada verbal e visualmente, facilita a construção de conexões,
relações e entendimento na estrutura cognitiva; e desse modo facilita o resgate
desta informação que usa a codificação dual.

Uma apresentação
multimídia consiste numa apresentação visual e verbal, e se fundamenta
inicialmente na codificação dual. Em contraste podemos comparar uma
apresentação multimídia com aquela que consiste unicamente de uma mensagem
verbal (Mayer, 2001: 187).

A informação visual
tem a vantagem de ser organizada de uma maneira síncrona, que permite a muitas
partes de uma imagem mental estar disponível para um processamento simultâneo.
Quando informações visuais e verbais são apresentadas contiguamente no tempo e
espaço, é possibilitado ao aprendiz formar associações entre esses materiais
visuais e verbais durante a codificação mental. Essa potencialidade pode
aumentar o número de caminhos que o aprendiz pode utilizar para resgatar essa
informação, porque um estímulo verbal (ou visual) pode ativar as representações
verbal e visual (Vekiri, 2002: 267).

O mapa conceitual
apresenta a informação através de uma rede hierárquica, e desse modo oferece
essa informação utilizando imagens, apreendidas pelo sistema visual. Por outro
lado, cada conceito é definido através de palavras, e essa informação é
apreendida usando o canal verbal. Desse modo, o mapa conceitual utiliza a um só
tempo os dois subsistemas cognitivos. O caminho entre dois conceitos está claro
e evidente visual e verbalmente, deixando explícita e inequivocamente a opinião
do autor sobre essa conexão e sobre essa relação hierárquica. As peculiaridades
de entendimento (dubiedade, exaltação, etc.) são graficamente evidentes,
facilitando o debate, a compreensão clara das posições pessoais, e a
possibilidade de uma reestruturação cooperativa do mapa conceitual.



Discussão

De maneira geral um
mapa conceitual torna mais fácil a percepção e compreensão de eventos por
diversos motivos, por exemplo, existe uma grande proximidade entre a memória
visual e as imagens que são apresentadas, e devido as suas propriedades
visuais-espaciais, seu processamento requer um número menos de transformações
cognitivas que o processamento de um texto, e desse modo não excede as
limitações da memória de curto prazo (Vekiri, 2002: 281). Em outro exemplo, um
mapa geográfico (assim como outros tipos de mapas) apresenta uma seleção de
facetas gráficas, enquanto uma fotografia aérea apresenta todas as
características visuais possíveis de serem captadas por uma câmera, e desse
modo revela apenas algumas nuances da realidade, e com essa diminuição do
esforço cognitivo poder facilitar o entendimento dessas especificidades. Em um
mapa nós enfatizamos as características relevantes aos nossos propósitos; por
exemplo, num estudo hidrológico de determinado local pode ser conveniente
apresentar apenas os rios dessa região. Noutro estudo mais detalhado pode ser
conveniente representar além dos rios, as características topográficas e as
matas.

No processo de
representar e organizar o conhecimento do autor sobre um tema, o mapa
conceitual transforma em concreto o que antes era abstrato. A principal
distinção entre itens abstratos e factuais é em termos de nível de
particularidade ou de proximidade com experiências empíricas concretas.
Geralmente, também se caracteriza o material abstrato por uma maior conexão ou
menor discrição do que o material factual. (Ausubel, 2003: 116). E assim, temas
que antes estavam afastados da realidade do autor, ganham relações com seus
significados prévios.

Um mapa conceitual
apresenta uma visão idiossincrática do autor sobre a realidade a que se refere.
Quando um especialista constrói um mapa ele expressa a sua visão madura e
profunda sobre um tema. Por outro lado, quando um aprendiz constrói o seu mapa
conceitual ele desenvolve e exercita a sua capacidade de perceber as
generalidades e peculiaridades do tema escolhido. E nesse sentido pode
construir uma hierarquia conceitual, iniciando de características mais
inclusivas para as mais específicas, tornando clara a diferenciação
progressiva, um dos conceitos chaves da teoria de Ausubel. Ele também é instado
a construir relações de significados entre conceitos aparentemente díspares,
tornando clara a reconciliação progressiva, outro conceito chaves da teoria de
Ausubel. Nesse sentido, o mapa conceitual se coloca como um facilitador da
meta-aprendizagem, ao facilitar que o aprendiz adquira a habilidade necessária
para construir seus próprios conhecimentos.



Referências
Bibliográficas

Ausubel, D.P. (2003).&nbsp;Aquisição
e Retenção de Conhecimentos: Uma Perspectiva Cognitiva. Lisboa: Plátano
Edições Técnicas.

Ausubel, D.P.; Novak,
J.D. e Hanesian, H. (1980).&nbsp;Psicologia Educacional. Rio de Janeiro:
Editora Interamericana.

Bruner, J. (1966).&nbsp;Toward
a theory of instruction. New York: W.W. Norton and Company.

Krischner, P.A.
(2002). Cognitive load theory.&nbsp;Learning and Instruction, 12, 1 .

Mayer, R. (2001).&nbsp;Multimedia
Learning. Cambridge: University Press.

Novak, J.D. (1998).&nbsp;Conocimiento
e Aprendizaje: Los mapas conceptuales como herramientas facilitadoras para
escuelas y empresas. Madrid: Editorial Alianza.

Novak, J.D. e Gowin,
D. B. (1999)&nbsp;Aprender a aprender. Lisboa: Plátano Edições Técnicas.

Novak, J.D.; Mintzes,
J.J. e Wandersee, J.H. (Ed.) (2000).&nbsp;Ensinando ciência para a
compreensão: Uma visão construtivista. Lisboa: Plátano Edições Técnicas.

O'Donnel, A. (1993).
Searching for information in knowledge maps and texts.&nbsp;Contemporary Ed.
Psychol., 18, 222.

Paivio, A. (1991).
Dual coding theory: retrospect and current status.&nbsp;Can. J. Psychol.,
45, 255.

Rodrigues, G.L.
(2005).&nbsp;Animação interativa e construção dos conceitos da Física:
trilhando novas veredas pedagógicas&nbsp;- Dissertação de Mestrado -
PPGE/UFPB.

Silva, J.T. (2006).&nbsp;A
representação Social do Pombo no meio urbano&nbsp;- Dissertação de Mestrado
- PRODEMA - UFPB - João Pessoa.

Tavares, R. (2007).
Ambiente colaborativo on-line e a aprendizagem significativa de Física 13º&nbsp;CIED
- Congresso Internacional ABED de Educação a Distância&nbsp;- Curitiba.

Vekiri, I. (2002).
What Is the Value of Graphical Displays in Learning?&nbsp;Ed. Psychol. Rev.,&nbsp;14,
261.





Revisão



O que são mapas conceituais 2

De uma maneira ampla, mapas conceituais são apenas diagramas
que indicam relações entre conceitos. Mais especificamente, podem ser
interpretados como diagramas&nbsp; hierárquicos
que procuram refletir a organização conceitual de um corpo de conhecimento ou de
parte dele. Ou seja, sua existência deriva da estrutura conceitual de um
conhecimento.



Em princípio, esses diagramas podem ter uma, duas ou mais
dimensões. Mapas unidimensionais são apenas listas de conceitos que tendem a
apresentar uma organização 

linear vertical. Embora simples, tais mapas dão apenas uma
visão grosseira da estrutura

conceitual, por exemplo, de uma disciplina ou subdisciplina.
Mapas bidimensionais tiram 

partido também da dimensão horizontal, permitindo, portanto,
uma representação mais

completa das relações entre os conceitos, por exemplo, de
uma disciplina. Obviamente,

mapas com mais dimensões permitiriam uma representação ainda
melhor dessas relações e 

possibilitariam a inclusão de outros fatores que afetam a
estrutura conceitual de uma

disciplina. Todavia, mapas bidimensionais são mais simples e
mais familiares. Além disso, 

mapas com mais de três dimensões já seriam abstrações
matemáticas, de limitada utilidade 

para fins instrucionais, ao invés de representações
concretas de estruturas conceituais.

Assim sendo, daqui para frente mapas conceituais devem ser
entendidos como diagramas bidimensionais que procuram mostrar relações
hierárquicas entre conceitos de 

um corpo de conhecimento e que derivam sua existência da
própria estrutura conceitual 

desse corpo de conhecimento.

Mapas conceituais podem ser traçados para toda uma
disciplina, para uma subdisciplina, para um tópico específico de uma disciplina
e assim por diante. Existem várias&nbsp; maneiras
de traçar um mapa conceitual, ou seja, há diferentes modos de representar uma hierarquia
conceitual em um diagrama. Além disso, mapas conceituais traçados por
diferentes especialistas em uma mesma área de conhecimento, provavelmente,
refletirão pequenas diferenças decompreensão e interpretação das relações entre
conceitos-chave dessa área. O ponto importante é que um mapa conceitual deve
ser sempre visto como "um mapa conceitual", não como "o mapa
conceitual" de um determinado conjunto de conceitos. Isto é,qualquer mapa
conceitual deve ser visto apenas como uma das possíveis representações de 

uma certa estrutura conceitual.



Este modelo propõe uma hierarquia vertical, de cima para
baixo, indicando relações de subordinação entre conceitos. Conceitos que
englobam outros conceitos aparecem no topo, 

conceitos que são englobados por vários outros aparecem na
base do mapa. Conceitos com 

aproximadamente o mesmo nível de generalidade e inclusividade
aparecem na mesma posição vertical. O fato de que diferentes conceitos possam
aparecer na mesma posição vertical&nbsp; dá ao
mapa sua dimensão horizontal. Ou seja, no eixo das abcissas os conceitos são 

colocados de tal forma que fiquem mais próximos aqueles que
se constituem em diferenciação 

imediata de um mesmo conceito superordenado, enquanto os que
o diferenciam mais

remotamente ficam mais afastados na dimensão horizontal.Na
prática, se dá prioridade ao 11

ordenamento hierárquico vertical; por esta razão, nem sempre
é possível mostrar as relações

horizontais desejadas. Assim, o eixo horizontal deve ser
interpretado como menos

estruturado, enquanto que o vertical deve refletir bem o
grau de inclusividade dos conceitos (Rowell, 

1978).



 

  
 

  
  <img alt="Retângulo de cantos arredondados: Constituição de 1988-Art.227
Direitos da Criança

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Art.22

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Constituição de
    1988-Art.227

Direitos da
    Criança

&nbsp;

AAr

&nbsp;

&nbsp;

&nbsp;

&nbsp;

&nbsp;

Art.22

&nbsp;

<![if !mso]>
   

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<!--[endif]-->&nbsp;




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LDB-9394\96-Art.62

Formação docente

&nbsp;

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<![endif]>
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Formação docente

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<![endif]--><!--[if !vml]--><!--[endif]-->&nbsp;Conceitos específicos, 

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  <img alt="Retângulo de cantos arredondados: Diretrizes Curriculares Bacionais

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  <img alt="Retângulo de cantos arredondados: Constituição de 1988-Art.227
Direitos da Criança

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Constituição de
    1988-Art.227

Direitos da
    Criança

&nbsp;

AAr

&nbsp;

&nbsp;

&nbsp;

&nbsp;

&nbsp;

Art.22

&nbsp;

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<!--[endif]-->&nbsp;



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<![endif]--><!--[if !vml]--><!--[endif]-->Conceitos
superordenados; muito gerais

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LDB-9394\96-Art.62

Formação docente

&nbsp;

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Plano Nacional da
    Educação-2001

<![if !mso]>
   

<![endif]>
<![endif]--><!--[if !vml]--><!--[endif]-->&nbsp;e inclusivos Conceitos subordinados; 

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<![endif]--><!--[if !vml]--><!--[endif]-->pouco
inclusivos; exemplos

 

  
  
  
  
  
  
  
  
 

  
  
  
 

  
  
  
  
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  <![if !mso]>
  

    <![endif]>
    
    
Parâmetros
    Curriculares Nacionais

<![if !mso]>
   

<![endif]>
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Considera-se
o trabalho profissional na educação infantil, o desempenhado por professores
que atendam o&nbsp; exigido no artigo 62 da
LDB 9394/96, entretanto, compreendemos que conforme Silva (2003), no cenário brasileiro
existe várias denominações e profissionais que se ocupam da educação infantil
dentre eles as creche iras, monitoras, babás, cuidadoras da infância, auxiliar
de desenvolvimento infantil, entre outros.







Figura 1. Um modelo para mapeamento conceitual segundo a
teoria de Ausubel.

A figura 1
mostra o&nbsp; mapa conceitual construído de
acordo com o modelo&nbsp; proposto. O conceito
geral de força está no topo do mapa,&nbsp; diferentes
tipos de forças estão em um nível intermediário e exemplos específicos de
forças estão ao pé do mapa (Moreira, 1977, 1979) . O conceito geral de campo
aparece na parte mais superior do diagrama, diferentes tipos de campos estão situados
em posições intermediárias e exemplos específicos de campos aparecem na base da
figura. Além disso, no canto superior esquerdo aparece o conceito de força (que
deu origem ao mapa ), o qual está intimamente ligado ao conceito de campo
através da ideia de "ação à distância" (Moreira, 1977, 1980) .&nbsp; Existe também o mapa conceitual para forças
(interações) de um ponto de vista mais contemporâneo. 





(Moreira,
1990, 2004) e um mapa conceitual para partículas elementares (Moreira, 1989,
2004).