CARTOGRAFIA INFANTIL E EXPERIÊNCIA CURRICULAR
DOI:
https://doi.org/10.4025/imagenseduc.v16i1.81467Keywords:
Cartografia escolar, Cotidianos escolares, Ensino de Geografia, Pertencimento, espaço vividoAbstract
The article discusses a pedagogical experience carried out with 5th-grade students in a public school located in a peripheral area of Niterói, within the Metropolitan Region of the State of Rio de Janeiro, articulating research, teaching, and university outreach. Employing a workshop format as a space-time for the creation and production of maps, the experience sought to develop children’s spatial thinking through collective action, integrating Geography education with embodied, affective, and collaborative practices. The epistemological, political, and methodological foundation is situated within the field of qualitative and decolonial research, with emphasis on narrative inquiry and Everyday School Studies. The activity of map-making is understood as a language for reading and writing lived space, valuing experience, observation, and a sense of belonging as fundamental dimensions of geographic learning.
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DECLARATION OF ORIGINALITY AND CESSATION OF COPYRIGHT
I Declare that current article is original and has not been submitted for publication, in part or in whole, to any other national or international journal. I also declare that once published in the Imagens da Educação, a publication of the IES (UEM, UEL, UFSM, Univali, Unioeste and UEPG), it will not be submitted by me or by any co-author to any other journal. In my name and in the name of co-authors, I shall cede the copyright of the above mentioned article to the Universidade Estadual de Maringá and I declare that I know that the non-observance of this norm may make me liable for the penalties contemplated in the Law for the Protection of Authors' Rights (Act 9609 of the 19th February 1998).
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