Research around sketching expression peaked between 1970 and 1980 and to this day still concerns many researchers. The focus now has shifted to exploring children’s sketching capacity itself, but also to its relation with the ability of visualization. The images produced by children represent ideas in a synthetic manner and despite the fact that it is codified; it is not imposed on the receiver directly, but organizes messages in a polysemic way.
The historical approach understands boundaries and exclusions as part of the material practices, the ideologies and the narrations through which social groups are created and identities are constructed, focusing on the context in which the concepts society and space coexist.
In our research we asked pupils at the age of 11-12 to draw the concept of boundary/border. The sample has been collected from three city elementary schools City of Florina, Korçë, and Bitola. The semiotic qualitative analysis was used in order to approach our sample.
Our results show that although there are differences in cultural perceptions in a cross-border environment, these differences do not constitute significant obstacles to cross-border cooperation.