María de los Ángeles Fanaro
The cultivation of geometric thinking during early childhood is widely recognized as pivotal not only for subsequent learning in mathematics and the sciences but also for fostering transdisciplinary competencies-including logical deduction, problem-solving, and the interpretation of physical space-that underpin fields such as engineering and technology.Notwithstanding its acknowledged importance, geometry instruction at the initial schooling levels is frequently marginalized or, in more favorable cases, confined to the mere identification and handling of plane figures and solid bodies, thereby neglecting the underlying spatial relationships and conceptual structures that afford genuine understanding.This paper advocates for a renewed pedagogical emphasis on the systematic teaching of spatial constructs and elementary topological, projective, and Euclidean notions.To this end, we undertake a critical re-reading of genetic epistemology, which suggests-in a certain heuristic sensean inversion of the historical phylogeny of geometric systems (from Euclidean to topological).The analysis presented herein demonstrates how foundational topological, projective, and Euclidean concepts constitute a conceptual substrate that supports and enables the construction of more advanced mathematical ideas in subsequent educational stages.