O desenho do lugar: um estudo de caso com crianças do 2ºano do ensino fundamental da escola pública Municipal do Recife Manoel Rolim

Abstract

Our study seeks to recognize the language and spatial memory of children, from the following questions: children being social beings, how do they live their geography? What is the importance of looking at children for the analysis category “place” in Geography? Our methodological reference is qualitative research, supported by the case study technique of children in the 2nd year of elementary school at the partner school. We used the application of semi-structured questionnaires with the class teacher and school manager. To understand the geographic look of children we analyze the drawings of the places that children like most in their neighborhood. The drawings portray the way children feel and live the landscape and space in their social context using their imagination and their perception of the place. Poverty and all its ailments cannot prevent a child from becoming, it only makes it more dramatic. We understand that children in the 2nd year of elementary school at Manoel Rolim face poverty, real estate speculation, the lack of basic structures in their school and the total lack of priority of public policies that respect them in their child and citizen dimension, being and experiencing their own childhood. Children are historical and cultural, as Vygotsky defended, and are, at the same time, geographical beings in a dialectic with the place. Children themselves are children in drawing, playing, learning and teaching. They are children who appropriate the space, who seek to territorialize these spaces with their games, with their occupation, with their use. They are children who feel the space, who need these spaces and who assign meanings to these spaces, transforming them into places.