Representações socioespaciais da cidade de Cuiabá-MT, segundo crianças

• Ano de defesa: 2014
• Autor(a) principal: Silva, Eliza Moura Pereira da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Representações socioespaciais; Cidade; Mapas cognitivos; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Sociospatial representations; City; Cognitive maps
• Link de acesso: http://ri.ufmt.br/handle/1/290

The present study proposes a discussion around the sociospatial representations of the city of Cuiabá-MT, according to the children of four schools of the municipal web of the same city. It objectifies to understand the significances of children regarding the public space, minding the relationship between child and city as an important aspect of the infantile development. The children are seen as social actors who build their identity and their civic condition in the social relations, in contact with the surrounding knowledge. The city is understood as an object of social representation present and active in the constitution of infantile subjectivity. The theoretical orientation articulates the Theory of Cultural-History (VIGOTSKI, 1996, 2000, 2006, 2009, 2010) and the Theory of Social Representations (MOSCOVICI, 2003), this one in dialogue with the studies of Jodelet (1982, 2001, 2002, 2007, 2010). The study in the field of Geography about the development and occupation of the city of Cuiabá (ROMANCINI, 2005) also contributes to the analysis and comprehension of data, as well as the studies of Tuan (1980, 1983), about the notions of place, topofilia and topofobia, the studies of Moraes (2002), about the urban processes of territorialization and feudalization, and the proposition of Sennett (1990), about the narrative space. The methodological procedure adopted was the collection of drawings of the city – inspired by the proposition of cognitive maps (ALBA, 2011), followed by the semistructured interview of 40 subjects subdivided into four groups of 10 children, each subgroup belonging to one of the municipal schools selected. An analysis of the content of the collected material coming from the city maps was conducted through floating reading, according to the referred analysis technique (BARDIN, 1977) and followed by the implicative analysis through the software Cohesive Hierarchical Implicative Classification (CHIC). The interviews were transcripted and processed by the software Analyse Lexicale par Contexte dúm Esemble de Segments de texte (ALCESTE), also aiding in the interpretation of cognitive maps and enabling the analysis of the criteria of topofilia and topofobia through the identification of signification nuclei (AGUIAR; OZELLA, 2006). At last, a comprehensive analysis of the interview and the respective cognitive map of two subjects was conducted. The results reveal that the children perceive the city from two big axes: axis I (regions Porto and Goiabeiras) and axis II (Regions Coxipó and CPA), that show indications of the existence of a tension between tradition and modernity permeating the sociospatial representations of children towards the city, the same historical tension that perpetuates in Cuiabá starting in the 60s-70s, according to studies of Romancini (2005). Furthermore, it can be noticed that the children evaluate the city and orient their displacement by the criteria of aesthetics, violence and affective relations with other social actors, revealing that the affection and the signification in relation to the places are intimately connected with the affection between the people who live in these sites. In view of this, it can be perceived that child and city build and rebuild themselves in a constant relationship of reciprocity which reveals itself in urban experiences and yet it demonstrates the importance of the city as a great classroom for the construction of civic condition.