Peer-reviewed article
CONTRIBUTIONS OF GEOGRAPHY AND CARTOGRAPHY TEACHING TO EARLY CHILDHOOD EDUCATION
Natália Paiva de Souza dos Santos ·
Summary
Written by AI, not yet AICS's view ·Key points
Limitations
Abstract
This article discusses the contributions of Geography and Cartography teaching to Early Childhood Education, considering children as active subjects in the construction of space and social relations. The research is based on a critique of the traditional and welfare-oriented model historically associated with early childhood education in Brazil, proposing reflections on pedagogical practices grounded in childhood social studies and the historical-cultural perspective. The main objective is to analyze how cartographic practices, especially experiential and mental maps, can contribute to children's cognitive, critical, and sensorimotor development, strengthening their sense of belonging and spatial understanding of everyday life. The methodology is based on documentary research, bibliographic review, and analysis of experiences developed between 2017, 2018, 2021, and 2022 in Early Childhood Education institutions, articulating the fields of Childhood Geography, School Cartography, and childhood social studies. The activities involve map production, observation of school spaces, use of resources such as Google Earth, and the development of children's narratives about their socio-spatial experiences. The results indicate that cartographic practices promote children's protagonism, expand spatial comprehension, and encourage more playful, collective, and meaningful learning processes. It is concluded that Geography and Cartography play a fundamental role in the formation of a critical, participatory, and citizen-oriented childhood.