This work has as starting point the critical to the rational presuppositions of the theories of children cognition and its development, that have as characteristic the decontextualized abstraction as telos and condition to the development. Carrying through one review of research on cognition and in specific way research that deals with the question of the representation, search concepts in these researches to trace master lines of an approach of the cognition as situated in culturally constrained contexts. Considering as focus of the research the spatial representations and the development of relative knowledge to this field, search to understand cultural objects in its historicity as constituent of the contexts and the cognitive changes that are made possible there. In three studies carried through in a context of a public school of Petrópolis, Rio de Janeiro, articulates the concepts of the different considered theories to construct a database that considers the possibility of situated cognition, analyzing the processes of changes in children representations in these contexts from the interaction on cultural tools - language and spatial representations. Considering as central concepts in this approach the concepts of appropriation and recontextualization of diverse basis of knowledge for the situated construction of new knowledge, presents the concept of zone of cultural amplification, related to the interactive and constructive relations of knowledge that are possible by the insertion of cultural objects in school contexts. This work claims for the relation between culture, language and cognition in the child development, considering one theoretical approach by which the human and cultural development can be understood, taking in account its social, historical and cultural contextuality.