Território educativo: mapeando e decifrando aprendizagens 'além-muros' - Caxias do Sul/RS

Abstract

This dissertation had as an object of study the concept of Educational Territory and it was developed from the research proposal and description of the mapping of the surroundings of EMEF Ruben Bento Alves, carried out by young students of the school, in search of possibilities of learning 'beyond-walls'. The central question of the research aimed at understanding "how the educational opportunities of the territory in which the school is inserted can enable learning through the integration between school and community knowledge." The theoretical reference, with respect to the historical-political dimension of the object of study, in dialogue with the concept of Integral Education, was based on the contributions of Jaqueline Moll (2004, 2011, 2012, 2014) and Stephen Ball (1994, 1998, 2006, 2012), as well as on documents produced by the Ministry of Education and Culture (MEC) in 2009. The dimension that related the concept of Educational Territory to spaces and times in networks of community strengthening, in the dimension of the practice lived in the research field, together with the students, was anchored in the contributions of Elias (1994); Certeau (1994); and in dialogue with Freire (2004, 2011, 2013, 2014, 2015a, 2015b, 2016a, 2016b). The methodology that supported the construction of the data considered, in addition to action research, supported by Brandão and Borges (2007), Streck and Adams (2014), and Thiollent (2014), the inspiration about the Sociology of the Daily Life of Parents (2006; 2015a, and Moraes and Galiazzi's (2011) discursive textual analysis, based on narratives that emerged from the focus group and conversation rounds before and after the experiment. The main contributions of this process of deciphering, involving theory and practice, territory and learning, and which triggered the construction of the 'beyond-walls' Learning Map, led us to the categories that identified the metaphor of the three access keys that represent potentiality of the object of study in relation to learning: the key to the street (the dimension of the territory that articulates relations), the key to oneself (the identity and belonging processes favored by the activity) and the key to the world (the political dimension through stimulating participation of young people). Results showed that Educational Territories become territories of social participation, as the localized networks organize themselves as community knowledge (manifestations of confrontation, resistance, ties of solidarity) or as evident processes of disintegration and fragmentation that also make up the operation of such networks. The present research reaffirmed the reflection about the displacement of the centrality of the school institution in the learning processes to the centrality in the subject starting from the dialogue with the territory and the commitment with the humanization and the social transformation, to the practice of a Liberating Education, connected to the community and favoring autonomy and citizenship.