The relationship space-time and school cartography in childhood

Abstract

The representation of space supposes the integration of space and time, as sources of knowledge, which depend on the cultural context . From this, what happens in school for children young (04-05 years old) and the official curriculum? What elements could be inserted and thought for cartography in childhood? These issues are guided by the hypothesis constructed - with based on the authors -: if the spatial thought starts in childhood within social groups, the genesis of geography and cartography is in early childhood education, whether formal or not. Thus, the main theme of this research is the School Cartography in Early Childhood Education. The objective of this research is establish theoretical and methodological references for a school cartography in childhood, since the cartographic language is the language that accomplish spatial thinking. The proper approach is the qualitative approach. The researcher will exercise the role of participant and observer because reflects about the experiences and students' productions and records produced. The results will be discussed on the basis of theories about children's drawings on the space-time organization for children and theory of Vigostki and its successors, and its mediation of language in thought. (AU)