Escola e territorialidade: um estudo sobre projetos pedagógicos escolares no município de Tramandaí, litoral norte do Rio Grande do Sul

Abstract

This thesis presents a study on school and territorialities with an emphasis on the relations between school pedagogical projects, communities and territories in a public school in the city of Tramandaí, North Coast of Rio Grande do Sul. School pedagogical projects were understood as practices or pedagogical actions developed based on one's own initiative or in partnership with other institutions, which take place at the school and/or its surroundings, which present similarities with the territories and aim to expand training repertoires and education for citizenship. The idea of the “metamorphosis” of school today (BECK, 2018) was used as an investigative itinerary, noting two sides of this metamorphosis: the first concerns the expansion of the tasks carried out in and by the school and the expansion of the training processes associated with other social processes; the second refers to its relation with its surroundings, with its territory and, in effect, with its community. From a methodological point of view, this is an ethnographic study (ROCHA; ECKERT, 2008) in a municipal public school. The analytical tools used to interpret the data were the notion of territory (HAESBAERT, 2014; 2019) and its consequences. The material revealed three analytical categories: (a) the definition of the place, in an exercise of looking at the margins (AGIER, 2015), reflecting on and with precarious spaces, in a symbolic and subjective dimension, and presenting the construction of territorialities of residents. We sought to define the place based on narratives, interviews and publications about the neighborhood, in addition to presenting its relationships within and within the community. The interactions presented are marked by the forms of organization of the space and the meaning given to the place. These experiences revealed the search for better living conditions, new beginnings and new chances, as well as the idea of community as a network of solidarity is present in these relations; (b) school and community, relations based on interventions in the territory, analyzing interventions in the surrounding area and their influence on community life and school organization modes. Assistance, cultural and educational interventions proposed based on the economic and social reality of the territory were observed. The actions developed value and intensify territorial identity and the feeling of community, expanding relations between community and school, either assistance, participation or tension; (c) pedagogical projects and territories, comprising projects developed by the school and projects developed in partnership with the school, and their influence on the territory and community. The relations between school and territories are portrayed based on continuous or episodic actions of an educational, assistance or solidarity nature developed by pedagogical projects that occupy school, surrounding area or other places for the development of their practices, expanding the students' training repertoire and aiming at education for citizenship. Thereby, it is possible to defend the thesis that School Pedagogical Projects express relations and transformations between school and territory.