Alfabetização cartográfica na educação infantil atrelada à abordagem Reggio Emilia: projeto com a turma do maternal 3

Abstract

The present research is about learning cartographic literacy linked to the approach of Reggio Emilia, carried out with interventions related to the curiosity of most children about the location of their homes in relation to the school in which they study. This research has as general objective an analysis on the contribution of the Reggiana approach to the systematization of the fundamental knowledge of cartographic literacy. According to the bibliographic studies developed, it is possible to highlight the advantages that the approach brings to the daily school life both for the student and for the teacher who is willing to learn together with the children. For the theoretical basis were used theses and articles that brought great references from authors, such as the pedagogue Loris Malaguzzi, who was the founder of the approach. The qualitative methods used in the research were to listen to the interests of children, respect the individuality of each, encourage research through open questions, promote grants for learning, such as the sharing of ideas and suggestions, playful games that are meaningful and that embrace the subject studied, learn with children through the contributions that they share from their luggage. In short, the research found that the teaching performance with the Reggiana approach in school everyday facilitated the students in their enlargement and acquisition of cartographic knowledge.