Ensinar Geografia na Educação Infantil? o papel formativo da Geografia na infância

Abstract

This theoretical essay discusses the formative role of Geography in Early Childhood Education, focusing on the notion of place and the spatial experiences lived by children in the context of educational institutions. Based on a critical foundation, the work asserts that the teaching of Geography is not only possible in childhood but also essential to the constitution of subjects capable of understanding, representing, and transforming the spaces they inhabit. The text highlights that pedagogical intentionality is central to the educational process, surpassing spontaneous conceptions that still prevail in school practices and teacher training. Based on authors such as Robert de Morais, Arce, and Cavalcanti, it is argued that Geography in childhood should start from lived space, articulate cultural knowledge, and promote spatial and environmental awareness from the earliest school years. Finally, it is argued that Pedagogy courses and ongoing training policies need to include the geographical dimension as part of the education. Finally, it is argued that Pedagogy courses and continuing education policies need to include the geographic dimension as an integral and structuring part of teacher training. 3 Keywords: Geography in childhood; Early Childhood Education; Teacher training;