Histo-geographical literacy: narratives and mental maps of La Serena – Chile

Abstract

There are cultural, historical and evolutionary differences in the ways people think about themselves and the world. Not only are there differences in what people know, but more importantly, they think very differently about what they know and how they come to know it. The present work sought to promote the debate about the teaching of systematic and non-systematized cartography in the discipline of “Historia, Geografia y Ciencias Sociales”. In this sense, the purpose of this study is to investigate the representations of the education reference in this sense of students of the 5^th year of basic education, in a school located in the municipality of La Serena, Coquimbo, Chile. The research was carried out in 2022 in two classrooms with students aged between 10 and 11 years old. It was observed that when exploring plural cartography, students bring memories, landscapes and experiences of the space where they live, which does not happen when working only with systematized cartography. This is due to the way these sensations are constructed: spontaneously and naturally, just as they understand their space, in an articulation of daily life and perceptions. Through the method of the evidential paradigm, it was possible to observe the subjectivity of the representation of the location, since each graphic or written record brought the history and the reading of the world by children. We hope to contribute to the discussion of new teaching methodologies to explore, in an interdisciplinary way, the mandatory contents of the curriculum , mainly the ones related to the teaching of History, Geography and School Cartography.