Becoming with... Seed bag carriers in happy cohabitations

Abstract

This presentation aims to evaluate how children's cartography (CC) can be implemented as a research-intervention methodology promoting children agency within early childhood education for sustainability. Research suggests children can engage and offer solutions to complex issues about sustainability and their lives (Almeida&Costa,2021) promoting changes in local communities (Ärlemalm-Hagsér&Davis, 2014) while researching the surrounds (Almeida&Damásio,2020). We propose an approach to Sustainability based on a conceptual framework in which child agency is valued within a children-adult-context relation (Oswell, 2016). CC is a research-intervention methodology with children as researchers and present-acting agents (Almeida&Costa,2021) as in other methodologies assuming agency as an ethical and political compromise with ongoing transformations (Davies, 2014). CC are included in critical qualitative research paradigm (MacNaughton, 2005). We present two cartographic experiences in early childhood contexts addressing the three movements of this methodology: i) preparation with the children of the cartographic process; ii) displacement through the territory registering the experiences using audio-visual materials and a diary; iii) discussion of the process. Data were analyzed by content and interpretative analysis of the children's discourses and products. Informed consent was negotiated with the children involved and re-negotiated during the research process. Participants were given the opportunity to withdraw of the study. CC through the three movements provide opportunities for children to understand, act and participate in their local community with specific and mean-full proposals of change. The main contribution is introducing the discussion about CC as a methodology that promotes a relational agency while children build a comprehensive vision of Sustainability.