Use of school space by girls and boys: mapping through participatory cartography

Abstract

This article analyzes how girls and boys perceive and use shared spaces based on their lived experiences in contexts of formal equality, employing participatory mapping. In an interactive activity where they intervened a blueprint of their school, girls and boys identified their preferred spaces and those they avoid. The findings revealed: 1) the universal importance of soccer fields for both girls and boys alike, and 2) significant differences in how space is understood and appropriated depending on sex.