Reading and Writing the City With Children: A Study of the City of Maricá as a Literacy (Con)Text

Authors

DOI:

https://doi.org/10.17058/rea.33.20421

Keywords:

child, city and school triad, right to the city, childhood and territory

Abstract

This article is based on research carried out in an Education Programme and is linked to the line of Policies, Rights and Inequalities. Its aim was to investigate the mobility and spatial practices of a group of children and students from a public school in the municipality of Maricá/RJ. Its theoretical-methodological foundation was guided by the assumptions of qualitative research, based on bibliographical studies and participatory, ethnographic research with children, using methodological procedures such as listening to children's narratives, their drawings, writings and photographs. The study was based on the work Geografia das Infâncias (Geography of Childhood) (Lopes, 2008, 2013), with the aim of deepening the concept that geographical space is a significant component in human formation. In addition, it is understood that children's readings of the city in which they live and exercise their spatial practices should be problematised in their schooling processes, with the public school being a fundamental territorial component for deepening their view of the city, understood in this research as a ‘book of spaces’ (xxxxxxxx, 2003), providing the experience of reading the world, as Paulo Freire (1986) teaches us.

 

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Author Biographies

  • Tamara de Oliveira Silva, Secretaria de Estado de Educação do Rio de Janeiro

    Profª Mestra Tamara de Oliveira Silva – UERJ/FFP/PPGedu

    Graduada em Geografia pela UERJ (2007). Mestra em educação pela UERJ (2024). Docente II pela Prefeitura Municipal de Maricá e professora de geografia da Secretaria de Estado de Educação do Rio de Janeiro. Integra o Grupo de Estudos e Pesquisa da(s) Infância(s), Formação de Professores (as) e Diversidade Cultural(GIFORDIC). E-mail:tamara.geo@gmail.com. Link para o lattes: https://lattes.cnpq.br/6927185164850590 Orcid: https://orcid.org/0009-0008-8760-1920

  • Maria Tereza Goudard Tavares, Universidade do Estado do Rio de Janeiro

    Profª. Drª Maria Tereza Goudard Tavares-UERJ/FFP/PPGedu

    Mestre em Educação pela UFF (1992), Doutora em Educação pela UFRJ (2003), Pós-Doutora pela FE/UNICAMP (2014). Professora Associada da Faculdade de Formação de Professores da UERJ/DEDU. Procientista da UERJ/FAPERJ e Professora do Programa de Pós-Graduação em Educação: Processos Formativos e Desigualdades Sociais. Foi Diretora eleita da Faculdade de Formação de Professores da UERJ no Quadriênio 2008-2011. Coordena o Grupo de Estudos e Pesquisa da(s) Infância(s), Formação de Professores (as) e Diversidade Cultural(GIFORDIC).E-mail: mtgtavares@yahoo.com.br Link para o lattes: http://lattes.cnpq.br/2697823717162359. Orcid: http://orcid.org/0000-0002-9856-5098

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Published

2025-12-22

Issue

Vol. 33 (2025)

Section

Artigos do Fluxo

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How to Cite

de Oliveira Silva, T., & Goudard Tavares, M. T. (2025). Reading and Writing the City With Children: A Study of the City of Maricá as a Literacy (Con)Text. Reflexão E Ação, 33(1). https://doi.org/10.17058/rea.33.20421