“No one has red walls”: a study on school geographies of childhood

Detalhes bibliográficos
Autor(a) principal: Saiz Linares, Ángela
Data de Publicação: 2021
Outros Autores: Ceballos López, Noelia
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/7921
Resumo: This study proposes to analyze the geographies of childhood schooling. The results of the first cycle of a broader study, based on the experience of students aged 2 to 6 years in 47 schools, are presented The analysis was carried out by teachers in training on how children use, interpret and relate in the school space. Map-making and Trueba’s (2017) proposal for the analysis of educational spaces are used as strategies, based on the postulates of qualitative research. The results give visibility to the spaces used by young children, especially classrooms and the patio, as well as to others that are prohibited or invisible, areas for the exclusive use of adults or older students. Classrooms stand out as spaces chosen for their significance, designed from adult parameters far removed from the criteria proposed by Trueba.
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spelling “No one has red walls”: a study on school geographies of childhood “Nadie tiene las paredes de rojo”: investigar las geografias escolares de la infancia«Personne n’a de murs rouges»: recherche sur les geographies scolaires de l’enfance“Ninguém tem as paredes vermelhas”: a pesquisa sobre as geografias escolares da infânciaGéographie Humaine École Éducation de la Prime Enfance Espace de JeuxHuman GeographySchoolEarly Childhood Education PlaygroundsGeografia HumanaEscola Ensino da Primeira Infância Jogos InfantisGeografía Humana EscuelaEducación de la Primera Infancia Espacios de Juegos This study proposes to analyze the geographies of childhood schooling. The results of the first cycle of a broader study, based on the experience of students aged 2 to 6 years in 47 schools, are presented The analysis was carried out by teachers in training on how children use, interpret and relate in the school space. Map-making and Trueba’s (2017) proposal for the analysis of educational spaces are used as strategies, based on the postulates of qualitative research. The results give visibility to the spaces used by young children, especially classrooms and the patio, as well as to others that are prohibited or invisible, areas for the exclusive use of adults or older students. Classrooms stand out as spaces chosen for their significance, designed from adult parameters far removed from the criteria proposed by Trueba.Esta investigación tiene como propósito analizar las geografías de la infancia escolarizada. Se enuncian los resultados del primer ciclo de una investigación más amplia, en torno a la experiencia del alumnado de 2-6 años de 47 escuelas, a través del análisis que los maestros en formación realizan sobre cómo usan, interpretan y se relacionan los niños en el espacio escolar. Desde los postulados de la investigación cualitativa, se usan como estrategias el Map-making y la propuesta de análisis de espacios educativos de Trueba (2017). Los resultados visibilizan los espacios utilizados por la infancia, esencialmente las aulas y el patio, y aquellos otros prohibidos o invisibles, zonas de uso exclusivo para adultos o alumnado de mayor edad. Destacan las aulas como espacio elegido por su significatividad, las cuales se diseñan desde parámetros adultos alejados de los criterios propuestos por Trueba.Cette recherche propose l’analyse des geographies scolaires de l’enfance .Elle expose les résultats de la première phase d’une étude plus vaste, à propos d’une analyse menée par des enseignants en formation, concernant la façon dont des élèves âgés de 2 à 6 ans dans 47 écoles utilisent, interprètent et interagissent avec l’espace scolaire. Selon les principes de la recherche qualitative, les stratégies utilisées ont été tirées de la cartographie conceptuelle et de la proposition de Trueba (2017) pour l’analyse des espaces éducatifs. Les résultats rendent visibles les espaces dédiés aux enfants, en particulier les salles de classe et les cours de récréation ainsi que les espaces qui sont invisibles ou qui leur sont interdits reservés aux adultes et aux élèves plus âgés. Du fait de son importance, la salle de classe apparaît comme l’espace de choix, même si ses plans, basés sur des paramètres adultes, s’éloignent des critères proposés par Trueba.Esta pesquisa propõe a análise das geografias da infância escolarizada. São enunciados os resultados do primeiro ciclo de um estudo mais amplo, em torno da experiência dos alunos de 2 a 6 anos de 47 escolas, através da análise realizada pelos professores em formação sobre a forma como as crianças usam, interpretam e se relacionam no espaço escolar. A partir dos postulados da pesquisa qualitativa, são utilizados como estratégias o Map-making e a proposta de análise de espaços educativos de Trueba (2017). Os resultados dão visibilidade aos espaços utilizados pela infância, especialmente as salas de aula e o pátio, e a outros que são proibidos ou invisíveis, regiões de uso exclusivo dos adultos ou alunos mais velhos. As salas de aula destacam-se como um espaço escolhido pela sua significância, desenhadas a partir de parâmetros adultos distanciados dos critérios propostos por Trueba.Fundação Carlos Chagas2021-10-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/7921Cadernos de Pesquisa; Vol. 51 (2021); e07921Cadernos de Pesquisa; Vol. 51 (2021); e07921Cadernos de Pesquisa; Vol. 51 (2021); e07921Cadernos de Pesquisa; v. 51 (2021); e079211980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCspahttps://publicacoes.fcc.org.br/cp/article/view/7921/4274Copyright (c) 2021 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSaiz Linares, ÁngelaCeballos López, Noelia2022-12-05T11:43:58Zoai:ojs.publicacoes.fcc.org.br:article/7921Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-05T11:43:58Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv “No one has red walls”: a study on school geographies of childhood
“Nadie tiene las paredes de rojo”: investigar las geografias escolares de la infancia
«Personne n’a de murs rouges»: recherche sur les geographies scolaires de l’enfance
“Ninguém tem as paredes vermelhas”: a pesquisa sobre as geografias escolares da infância
title “No one has red walls”: a study on school geographies of childhood
spellingShingle “No one has red walls”: a study on school geographies of childhood
Saiz Linares, Ángela
Géographie Humaine
École
Éducation de la Prime Enfance
Espace de Jeux
Human Geography
School
Early Childhood Education
Playgrounds
Geografia Humana
Escola
Ensino da Primeira Infância
Jogos Infantis
Geografía Humana
Escuela
Educación de la Primera Infancia
Espacios de Juegos
title_short “No one has red walls”: a study on school geographies of childhood
title_full “No one has red walls”: a study on school geographies of childhood
title_fullStr “No one has red walls”: a study on school geographies of childhood
title_full_unstemmed “No one has red walls”: a study on school geographies of childhood
title_sort “No one has red walls”: a study on school geographies of childhood
author Saiz Linares, Ángela
author_facet Saiz Linares, Ángela
Ceballos López, Noelia
author_role author
author2 Ceballos López, Noelia
author2_role author
dc.contributor.author.fl_str_mv Saiz Linares, Ángela
Ceballos López, Noelia
dc.subject.por.fl_str_mv Géographie Humaine
École
Éducation de la Prime Enfance
Espace de Jeux
Human Geography
School
Early Childhood Education
Playgrounds
Geografia Humana
Escola
Ensino da Primeira Infância
Jogos Infantis
Geografía Humana
Escuela
Educación de la Primera Infancia
Espacios de Juegos
topic Géographie Humaine
École
Éducation de la Prime Enfance
Espace de Jeux
Human Geography
School
Early Childhood Education
Playgrounds
Geografia Humana
Escola
Ensino da Primeira Infância
Jogos Infantis
Geografía Humana
Escuela
Educación de la Primera Infancia
Espacios de Juegos
description This study proposes to analyze the geographies of childhood schooling. The results of the first cycle of a broader study, based on the experience of students aged 2 to 6 years in 47 schools, are presented The analysis was carried out by teachers in training on how children use, interpret and relate in the school space. Map-making and Trueba’s (2017) proposal for the analysis of educational spaces are used as strategies, based on the postulates of qualitative research. The results give visibility to the spaces used by young children, especially classrooms and the patio, as well as to others that are prohibited or invisible, areas for the exclusive use of adults or older students. Classrooms stand out as spaces chosen for their significance, designed from adult parameters far removed from the criteria proposed by Trueba.
publishDate 2021
dc.date.none.fl_str_mv 2021-10-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/7921
url https://publicacoes.fcc.org.br/cp/article/view/7921
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/7921/4274
dc.rights.driver.fl_str_mv Copyright (c) 2021 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 51 (2021); e07921
Cadernos de Pesquisa; Vol. 51 (2021); e07921
Cadernos de Pesquisa; Vol. 51 (2021); e07921
Cadernos de Pesquisa; v. 51 (2021); e07921
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
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institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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