Espacializando os lugares educativos

Abstract

This article addresses a reflection on the appropriations that children make of the institutions of early childhood education. With the theoretical reference Michel de Certeau, we approach the marks of children's practices as elements that evidence the movements of resistance on the ordering of places in the daily life of children. Based on a case study involving three institutions from the three largest municipalities of Santa Catarina, the issues presented here are a cut of some elements of this research collected through photographic records and analyzed using the space and place concepts of Certeau.