Understanding the division of landuse by the children using the plan of the house as a map for use and occupation
ISBN 978-85-88783-11-9
Authors
1Santil, F.L.P.; 2Silva, M.V.P.
1UFU Email: santilflp@gmail.com
2COLÉGIO OLAVO BILAC
Abstract
Students drew the plan of your home and pointed to each room its function. It is worth noting that this analysis is based on the functional directions sought by analysis categories of geography, but punctuated by questions that explore the site and could transpose into other areas even far from the participants. With respect to participants highlight the following aspects: Twenty-five students are consistent in age with the series (sixth year) and the remaining eight are outside the age-range. There are also students diagnosed with dyslexia, attention deficit and concentration, requiring care in a resource room. Vast majority of students reside within the city limits, which equates to 80%, but there is a small part of living in a rural area of the municipality of Amaporã (Paraná - Brazil). In proposing the activity of representing their home through a floor plan, it was realized that most had no difficulty with this representation, only two students needed further explanation, for they had not the vertical field of vision, including one who did activity at home with help from family, since it has attention deficit and controlled under this medication. All students represented their homes with only the division of the rooms, as this was one of the intentions and using the legend, as Bertin (1983) states to build a map, it is essential to know the grammar of their representation. In case the proposal message and indicated by the students is consistent with the observed relationship of the elements of your home, understood as diversity / similarity to represent - the room - and properly transcribed with visual variable - the color tone that reflects the diversity for each element represented house. From the plant, a questionnaire was prepared and responses directed to the formation of concepts of use and occupancy of the premises of the house were extracted. The question of the number of residents in the home aimed to show the use and occupancy of the dwelling. That is, the bathroom is a place for personal hygiene because in that place there 'devices' for this purpose. Thus, for each room there is a "pre-defined" function, but may change as to its use. Thinking on the place where the person can be comfortable, the bathroom will be. Why? The rooms of the house, is the largest of privacy in which individuality prevails. Of course, also the room might be, however if besides you, other people will occupy this space to be as cozy, pleasant to sleep, and so on. Scores as Tuan (1983), is where we interact closely with him - the place - where we relate through all the senses, as well as active and reflective mind. This proposal helped students to think about their feelings and those who live(or share) the same place, and the responses varied only in terms of adjectives. The example given by a student leave more evident notion of territory. In case, the student had to share a room with her sister and could not stand the mess caused by it. As stressed Raffestin (1993), this action was aimed at transforming space territory. The feeling of ownership is proposed in which the student can apply to it - bedroom - jurisdictions that subordinate to a subject that is planned for those who have interest in acquiring this particular space action. While there are rules for the use of a room, you can think of features that allow the grouping. Why do this? In fact the search is not the grouping of the rooms of the residence, but by identifying architectural features, use, function, preservation, conservation and others that are present in the homes of students and can express the concept of region. And if you extrapolate what happens in the neighborhood where the children lives.
Keywords
semiology graphic; Geography teaching; landuse and landscap