Saberes e vivências geográfica na educação infantil

Abstract

Geography is an area of science of paramount relevance in all segments of Basic Education, including Early Childhood Education, as this field of knowledge can expand children's exploration of the world. This course conclusion monograph deals with knowledge and geographical experiences in Early Childhood Education. The research, with a qualitative approach, uses as an instrument of data production interviews carried out with teachers of Early Childhood Education at Escola Municipal Santana Itatiaia, in Juiz de Fora-MG, which provided the exchange of knowledge, experiences and everyday experiences. The findings demonstrate the responsibility of the school institution and the teachers with the child as an active subject and with rights in society, as they recognize how the insertion of knowledge and geographical experiences in Early Childhood Education enhances the cognitive, social and cultural development of children. In this sense, the geographic space experienced by students in the school environment can contribute to the process of integral evolution of children, through the material, social and symbolic interactions of these subjects with the environment in which they are inserted and the representations that can be built in this space. and with their peers. Therefore, it is essential that the child perceives the possibility of appropriating the school environment and experiencing this space as a place belonging to their childhood, leaving their own trademarks in the most varied ways and marking their territory through their actions.