Ana Luiza CECCONI, University of Sao Paulo, Brazil
Beatriz RODRIGUES, University of Sao Paulo, Brazil
This paper seeks to analyze the role of affective cartography in the construction of children's spatialization in different cultural contexts. Affective cartography is understood as a process of mapping based on the author’s understanding of the world around him/her. It is the exercise of placing himself/herself in the represented place and reflecting on his/her identity, gender, race, ethnicity, his/her’s knowledge about space and networks. The affective map dialogues with the creative processes that can also be stimulated by sensory perceptions: sight, taste, smell, hearing and proprioception, thus giving the possibility of experiencing the space through a diverse sensory experience. This study is part of the field of Geography of Childhood, which aims to comprehend children's relationships with the spaces they occupy. Therefore, it takes into consideration all the relationships around children’s experiences, and their authorial and creative potentialities, that can be perceived in their narratives, representations and games. In this sense, affective cartography can become a tool for children to build their spatial appropriation and perception of the place they belong and live in. The theoretical framework of this work is based on the Cultural-Historical Theory of Development build by Vygotsky, which proposes an understanding of childhoods as a result of different cultural experiences, that occur in a certain moment in the history of time and space.. The proposal developed by Vygotsky and his collaborators presents some central concepts, such as the experience and how it assumes its own forms and cartographies through a social logic that are often invisible.
Mots clés : affective cartography|childhood geography|geography and education|spatiality
A104549AC