SPACE AND MEMORY IN THE CONSTITUTION OF THE CHILD: APPROACHES TO SCHOOL MAPPING
ISBN 978-85-88783-11-9
Authors
1Calandro, T.L.; 2Pezzato, J.P.
1UNESP - RC Email: thiagolcgeo@gmail.com
2UNESP - RC Email: jpezzato@rc.unesp.br
Abstract
In a globalized world, it is increasingly necessary to study the regional and local identities in order to promote their recovery and forming active citizens at all spatial scales. Thus, this paper conducts a discussion where approaches to spatial memory representations made by elementary school students from the city of Jaguariaíva, Paraná, Brazil. Memory is treated as an instance of the production of meaning about the living spaces. The relationship between formal education, especially curriculum selected by school geography, and knowledge of lived experience, can contribute to the study of references and spatial horizons of residents of urban and county regions. A critical cartography born questioning about the use made of the hegemonic language used by modern cartography. Makes a questioning of the map, understood as a cultural product that does a specific language that conveys information in a generalized way. Presents with apparent horizontality and supposed neutrality. Maps of academic cartography, through the technique and method, have been used mainly by the state to monitor and control information of the territory (MASSEY, 2008). In this context of criticism of Western cartography, Harley (2005) proposes a cartographic epistemology from social theory. The maps would be forms of power and knowledge about a particular space analyzed from the context in which they were produced. So, Harley (2005 p.188) points to the problem of imposing a single way of thinking about the maps. For the author, this tax causes a phenomenon called "ontological schizophrenia" in cartographers, which in turn, also influence those who read their maps. Within the perspective of school mapping, Pearce (2008), uses the narrative as a language to develop a sense of belonging in the concept of place. For the author, the graphical semiology used in academic cartography realizes represent only the space, but not to represent the place, since the form of mapping disregards the experience, memory and history of the place. With the deconstruction of the map proposed by Harley (2005), researchers mapping using new strategies to see ancient artifacts, sounds, photos and images. It is this relationship that we have built our "places" and therefore studies in this field can be of great relevance to the partners sciences and the languages of school mapping. To discuss the relationship of the child's constitution in space, we discuss the concepts of memory, oblivion and identity. For this grounds on authors like Halbwachs (1990), Pollak (1989), Ricoeur (2003), Braga and Smolka (2008) among others, who discuss the topic in a social approach which considers space as the stage of formation and transformation the subject. Adopting the methodology of qualitative research, reported by Bogdan; Binklen (1994), we analyzed the productions of pupils in classes of basic education schools in the city. A series of activities were planned to be developed, as production of texts, graphics, drawings and images. The materials produced were treated as documents and analyzed from the perspective of the evidential paradigm (GINZBURG, 1999). At that time the method was intended to distinguish works of falses art from the trues. The production of documents-students are monuments, it means, constructions resulting from an assembly, composed of "material memory" which are the monuments or the "legacy of the past", and who keep socially dated and localized meanings (LeGoff, 1990 , p.535). Productions of children about their live space experiences are considered as maps produced in specific contexts. Within the study of cartography, analysis of materials shall be made from the studies (ZARYCKI, 2000). The author makes the relationship between the theory of pragmatics, search field of linguistics, and the cartographic theory. This approach emphasizes the context of maps that were produced by the students.
Keywords
SPACE; MEMORY; SCHOOL MAPPING