Brazilian researchers have investigated the genesis of the basic concepts of spatial representation in drawings produced by children attending classes in elementary school. However, studies on the spatial representation in children of pre-school level are still rare. One issue has not been sufficiently studied so far, which will be guided this study: What links can be established between the design and spatial representation in infancy from the point of view of theory and socio-cultural relations time-space-body? This research aims to organize a collection of records of teaching situations with school practices to children aged 3 to 4 years in a class of pre-school. This collection will enable the analysis of how children of this age deal with situations that mobilize relations time-space body. The proper approach to the development of this research corresponds to the quantitative method. The researcher will exercise the the role of participant observer, reflecting on the experiences of students and the narratives produced by the observations and recordings from the classroom. With this, the research narrative is presented as an appropriate methodology for this research. Records prepared using the methodology of the teacher-researcher will be discussed in the case of theories about the representation of space and understand the interaction of people as a means of knowledge production.
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