Schoolchildren mapping their environment
An anthropological view of the process of knowing
DOI:
https://doi.org/10.34096/runa.v46i2.16974Keywords:
School children, Environment, Mapping, Micro ethnography, Didactic researchAbstract
To investigate how schoolchildren comprehend their environment and how they communicate and represent what they know, we decided to combine two perspectives: Brousseau’s didactic theory, which allows us to understand the diversity of students’ points of view on any knowledge, and the concepts of anthropologist Timothy Ingold, who considers the “process of knowing” as the result of inhabiting and traversing an environment along a “meshwork of paths.” With this in mind, we explored notes, photos and video recordings of a community mapping activity designed by a project to study the links between children’s knowledge and the environment. For this article, we analyzed sequences in which two fifth-grade teams debated, based on their experience, how to locate certain places and trace paths on their map. We describe the complexity of their verbal and gestural interventions and confirm the value of Ingold’s concepts in accessing children’s knowledge of their environment.
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