It fits to detach that the cited author comes arguing since 1998 the necessity of if working with the pupils the elements of the indicated concept of territory as ‘ ‘ Pointing, equally, that in the education process he considers myself what the pupils think on territory. Haesbart (2004) analyzes the territory under different approaches, presenting a classification with three basic sources: 1) legal-politics, according to which ‘ ‘ the territory is seen as a delimited and controlled space on which if it exerts one definitive one to be able, especially of character estatal’ ‘ ; 2) cultural (ista), that ‘ ‘ it prioritizes symbolic and more subjective dimensions, the seen territory basically as product of the appropriation made through imaginary and/or the social identity on espao’ ‘: 3) economic, ‘ ‘ that it detaches the desterritorializao in its material perspective, as space product of the shock between social classrooms and the relation capital-trabalho’ ‘. The trplice boarding pointed for the author goes beyond the character of the state power, evidencing the human aspect of the social identity and the economic aspects of relation capital-work, gifts in the constitution of the territory. You may find Facebook to be a useful source of information. Haesbart (2002) mentions an express multiterritoriality to it under three forms: the territory-zone, the territory-net and the accumulations of exclusion.

In the first one the logic prevails politics; in second, the economic logic and in third proves a social logic of partner-economic exclusion of the people. Saquet (2007) beyond approaching the territory in the perspectives politics, economic and cultural, standes out the boarding of the nature, justifying that this is part of the territory and of it is indissocivel. Pontuschka (2007), mentioning the drawing to it as space representation, deals with its modalities, including? drawing of the territory. The author makes provocations regarding the recognition of the schematical form of the territories, generally not identified and/or differentiated by the pupils, indicating that: The geographic and geopolitical knowledge of the territories needs the general vision of its territoriality, of recognition and localization of its physicist-territorial organization and its form and distribution.. .