Schoolchildren mapping their environment: An anthropological view of the process of knowing
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 ant...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2025
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| Materias: | |
| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/runa/article/view/16974 |
| Aporte de: |
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I28-R265-article-16974 |
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Universidad de Buenos Aires |
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I-28 |
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R-265 |
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Runa |
| language |
Español |
| format |
Artículo revista |
| topic |
School children Environment Mapping Micro ethnography Didactic research Alumnos de primaria Entorno Mapeo Microetnografía Investigación didáctica Crianças Meio ambiente Mapeamento Microetnografia Pesquisa didática |
| spellingShingle |
School children Environment Mapping Micro ethnography Didactic research Alumnos de primaria Entorno Mapeo Microetnografía Investigación didáctica Crianças Meio ambiente Mapeamento Microetnografia Pesquisa didática Rockwell, Elsie Mendoza von der Borch, Tatiana Schoolchildren mapping their environment: An anthropological view of the process of knowing |
| topic_facet |
School children Environment Mapping Micro ethnography Didactic research Alumnos de primaria Entorno Mapeo Microetnografía Investigación didáctica Crianças Meio ambiente Mapeamento Microetnografia Pesquisa didática |
| author |
Rockwell, Elsie Mendoza von der Borch, Tatiana |
| author_facet |
Rockwell, Elsie Mendoza von der Borch, Tatiana |
| author_sort |
Rockwell, Elsie |
| title |
Schoolchildren mapping their environment: An anthropological view of the process of knowing |
| title_short |
Schoolchildren mapping their environment: An anthropological view of the process of knowing |
| title_full |
Schoolchildren mapping their environment: An anthropological view of the process of knowing |
| title_fullStr |
Schoolchildren mapping their environment: An anthropological view of the process of knowing |
| title_full_unstemmed |
Schoolchildren mapping their environment: An anthropological view of the process of knowing |
| title_sort |
schoolchildren mapping their environment: an anthropological view of the process of knowing |
| description |
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. |
| publisher |
Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA |
| publishDate |
2025 |
| url |
https://revistascientificas.filo.uba.ar/index.php/runa/article/view/16974 |
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I28-R265-article-169742025-07-11T18:04:10Z Schoolchildren mapping their environment: An anthropological view of the process of knowing Alumnos de primaria ante el mapeo de su entorno: Una mirada antropológica al proceso de conocer Alunos escolares mapeando seu ambiente: Um olhar antropológico sobre o processo de conhecimento Rockwell, Elsie Mendoza von der Borch, Tatiana School children Environment Mapping Micro ethnography Didactic research Alumnos de primaria Entorno Mapeo Microetnografía Investigación didáctica Crianças Meio ambiente Mapeamento Microetnografia Pesquisa didática 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. ara investigar cómo alumnos de primaria conocen su entorno y cómo comunican y representan lo que saben, decidimos conjuntar dos perspectivas: la teoría didáctica de Brousseau, que permite comprender la diversidad de puntos de vista infantiles sobre cualquier conocimiento, y los conceptos del antropólogo Timothy Ingold, que consideran el ‘proceso de conocer’ como resultado de habitar un ambiente recorriéndolo a través de un ‘entramado de senderos’. Con esto en mente, exploramos notas, fotos y videograbaciones de una actividad de mapeo de la comunidad, diseñada en un proyecto orientado a indagar vínculos del conocimiento infantil con el ambiente. Para este artículo, analizamos secuencias en que dos equipos de quinto discutían, a partir de su experiencia, cómo ubicar determinados lugares y trazar caminos en su mapa. Mostramos la complejidad de sus intervenciones verbales y gestuales y confirmamos el valor de los conceptos de Ingold para acceder al conocimiento infantil sobre su entorno. Para investigar como alunos escolares conhecem seu ambiente e como eles comunicam e representam o que sabem, decidimos combinar duas perspectivas: A teoria didática de Brousseau, que nos permite compreender a diversidade de sus pontos de vista sobre qualquer assunto, e os conceitos do antropólogo Timothy Ingold, que considera o “processo de conhecer” como o resultado de habitar um ambiente y percorrer um “Emaranhado de caminhos”. Com isso em mente, exploramos notas, fotos e vídeo-gravações da uma atividade de mapeamento comunitário projetada para explorar as ligações entre o conhecimento das crianças e o meio ambiente. Para este artigo, analisamos sequências nas quais duas equipes do quinto ano discutiram, com base em suas experiências, como localizar determinados lugares e traçar caminhos em seu mapa. Mostramos a complexidade de suas intervenções verbais e gestuais e confirmamos o valor dos conceitos de Ingold no acesso ao conhecimento das crianças sobre seu ambiente. Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículos Invitados para el Dossier application/pdf https://revistascientificas.filo.uba.ar/index.php/runa/article/view/16974 10.34096/runa.v46i2.16974 RUNA, archivo para las ciencias del hombre; Vol. 46 No. 2 (2025): Socio-educational experiences: Learning by doing in the field of Anthropological Science; 39-58 RUNA, archivo para las ciencias del hombre; Vol. 46 Núm. 2 (2025): Experiencias socioeducativas: aprender haciendo en el campo de las Ciencias Antropológicas; 39-58 RUNA, archivo para las ciencias del hombre; v. 46 n. 2 (2025): Experiências socioeducativas: aprender fazendo no campo das Ciências Antropológicas; 39-58 1851-9628 0325-1217 spa https://revistascientificas.filo.uba.ar/index.php/runa/article/view/16974/14859 Derechos de autor 2025 Elsie Rockwell, Tatiana Mendoza von der Borch |