Meaningful Learning and the Spatial Intelligence: a possibility of performance in school cartography

Abstract

The present study consists in a literature review of the correlation between the Howard Gardner’s theory of Multiple Intelligences and the Meaningful Learning theory, by David Ausubel, in a conjunct action between them in the teaching of school cartography. Starting from the understanding that the contents covered in school Geography follow a conceptual theoretical evolution, as well as cognitive, being the sequential and basic teaching for the other years of school life. Thus, the teaching seeks initially addresses the importance of cartography to geographical science until its evolution and reconstruction on teaching, through the school cartography, later relating this language whit the Gardner’s perspective about spatial intelligence, given that Geography explores the spatiality of phenomena and then connect the Ausubel’s studies about meaningful learning, where the geography teacher can appropriate theoretical and methodological elements to his praxis searching teach through cartography and a spatial language, contents whit relevance and significance to students.