Abstract

There is a variety of way to organize and manage spatially knowledge in literature. In this present inquire only a few type relating to the context of education will be analyzed: two of the most widespread and oft-used in the field of didactic pedagogy and one that has recently been scientifically affirmed—though its study dates back twenty years. The parallel—and sometimes intertwining—analysis of these three interpretive perspectives could serve as an epistemological scaffolding allowing us to look out on a holistic experimental paradigm on the topic of spatialization in/of cognitive processes.