| Summary: | In education and educational activities, repeated photographs often make it possible to identify changes in landscape units and thus changes in the organisation of spatial systems. But repeated photographs of an area in which children live can also be a means for them to express what they know of it. This was studied as part of a collaborative research project conducted with pupils in primary and middle school in the town of Vicdessos (Ariège, France), in connection with research done by the Observatoire homme-milieux (OHM) Pyrénées Haut-Vicdessos (Pyrénées Haut-Vicdessos Human-Environment Observatory). The activities and their subsequent analysis reveal the importance of working on the chronological filing of the photographs as well as the role of the discussions between pupils concerning possible divergences in the way of arranging the photographs.
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