THE GEOGRAPHIC DESIGN AS A GOAL FOR THE CONSTRUCTION OF THE LANDSCAPE-PLACE IN THE TEACHING OF GEOGRAPHY IN THE EARLY YEARS

Abstract

Abstract: Geography, as a science that deals with the analysis of geographic space, through its conceptual mediators, is also a curricular component present in Basic Education. Their knowledge can favor critical and reflective reading of reality and provide specific ways of thinking and reasoning geographic spatiality. In this process, children, as social actors with histories and geographies, approach the school form of this science, officially, in Elementary School I, a segment in which the teaching pedagogical professional works. Thus, an evident relationship between Geography, Childhood and School Education raises the need to broaden views about teaching Geography to children. In this perspective, we present a reflection that involves the concepts of geographic design and landscape-place as a possibility to enhance the teaching-learning processes with children, in the context of pedagogical practices in Geography. Such reflections emerge as part of a doctoral research which revealed the presence of sensitive knowledge and artistic dimension in geographic drawings, involved in processes of imagination, creation and creativity. Such research that also evinced the landscape-place as a conceptual and methodological dimension, which combines social and physical-natural aspects of space, but is still little explored.Keywords: Geographic-Drawing, Landscape-place, Geography teaching, Early Years