THE READING OF THE WORLD IN EARLY CHILDHOOD EDUCATION: GEOGRAPHIC CONTRIBUTIONS

Abstract

The text discusses the possibility of babies and young children reading the world as thought up by Paulo Freire. A reflection that considers that spaces interfere in the ways of living childhood. In an articulation between Pedagogy and Geography, we used Freire (1989), Lopes (2018, 2021) and Callai (2005), as well as other authors who discuss children's manifestations, their interactions with the world and their ways of producing their living spaces, taking into account the experiences of practice in Early Childhood Education institutions. Based on this dialog, we consider Geography's contributions to the Early Childhood Education stage to be significant, both for everyday life in institutions and for curricula, improving the reading of the world of babies and young children, considering these subjects as historical and social, who produce and reproduce their cultures.