As vivências espaciais das crianças como conteúdo programático no livro de geografia

Abstract

This article was based on research carried out within the scope of a teaching initiation project that problematized the use of teaching material in basic schools. The authors developed a type of methodology, called collaborative or with children and teachers, which allowed research into the spatial experience of children, collaborators in the project and the production of a book fully inserted in the singularity of this social group, distancing itself from didactic models of the large editorial brands market. To this end, it was decided to carry out fieldwork on the Country and City program content with a 4th year elementary school class, because this pedagogical practice regularly unites environment and society in the process of producing school knowledge. Furthermore, the development of this research was accompanied by the inclusion of the authors in theoretical debates in the field of childhood geography and historical-cultural theory. The historical-cultural theory, originating from the academic production of Soviet researchers from the beginning of the 20th century, notably Lev Semionovich Vygotski, contributes to the present investigation through conceptual constructs that carry the power of childhood for the creation of the new, from the pre-existing social, historical and geographical conditions.

Keywords: childhood geography; historical-cultural theory; research methodology with children, spatial experience and field work.