Vivências infantis nos territórios do Paranoá e Itapoã no Distrito Federal

Abstract

A pesquisa apresenta o processo de produção de conhecimento de crianças do 2º ano de uma escola da Região Administrativa do Paranoá, DF. O conhecimento geográfico e histórico sobre as localidades das crianças é construído de forma autoral e tem suas vivências como ponto de partida e caminho para um processo de fortalecimento do pertencimento ao território. A pesquisa demonstra que produzir conhecimento por meio do diálogo e de forma participativa permite criar, de forma amorosa e política, a escola do território. Trata-se de uma pesquisa-ação com crianças que têm o estudo do meio como metodologia de aporte prático-teórico.

The research presents the knowledge production process of children in the 2nd year of a school in the Administrative Region of Paranoá, DF. The geographic and historical knowledge about the children's locations is built in an authorial way and has their experiences as a starting point and path for a process of strengthening belonging to the territory. The research demonstrates that producing knowledge through dialogue and in a participatory way allows creating, in a loving and political way, the school of the territory. It is an action research with children who have the study of the environment as a practical-theoretical contribution methodology.

The research presents the knowledge production process of children in the 2nd year of a school in the Administrative Region of Paranoá, DF. The geographic and historical knowledge about the children's locations is built in an authorial way and has their experiences as a starting point and path for a process of strengthening belonging to the territory. The research demonstrates that producing knowledge through dialogue and in a participatory way allows creating, in a loving and political way, the school of the territory. It is an action research with children who have the study of the environment as a practical-theoretical contribution methodology.

La recherche présente le processus de production de connaissances des enfants en 2e année d'une école de la région administrative de Paranoá, DF. Les connaissances géographiques et historiques sur les lieux des enfants sont construites de manière auctoriale et ont leurs expériences comme point de départ et chemin pour un processus de renforcement de l'appartenance au territoire. La recherche démontre que produire des connaissances par le dialogue et de manière participative permet de créer, de manière amoureuse et politique, l'école du territoire. Il s'agit d'une recherche-action avec des enfants qui ont l'étude de l'environnement comme méthodologie de contribution pratique-théorique.