As Noções De Espaço E Tempo a Partir De Uma Cartografia Quilombola

The work with the notions of time and space in the classroom of the initial grades, of elementary school, is part of the National Curriculum Guidelines, with reformulations in the BNCC, which must be critically analyzed given the importance for the development of spatial relationships in this stage of formation. We have faced challenges that pervade several factors involved so that this process is established in a way that students understand, both the role of history and geography in school, and apprehend the sense of spatiality and alterity in social life. The various ideologies, representations and illusions that affect contemporary society and, therefore, the school, end up reinforcing the sense of social space in the alienating perspective. Lefebvre (2000, p. XXII) asks: “Would there be a direct, immediate and immediately apprehended relationship, therefore, transparent, between the mode of production (the society considered) and its space?” We ask: how is geography taught in the classroom of the initial grades? How can the emphasis currently given to writing and reading in elementary school, constituting learning separate from time and space, can be reformulated under another pedagogical practice, which brings the question of Afro-Brazilian Culture in this stage of education

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