Entre-lugares, itinerários formativos e educação para a cidadania global em um Colégio da Rede Jesuíta de Educação

Abstract

This dissertation analyzes the relationship between in-betweenness and formative itineraries in high school education within the context of a Jesuit institution, in alignment with Global Citizenship Education (GCE). It adopts a critical and reflective theoretical approach, drawing on authors such as Andreotti, Freire, Dewey and Krenak. The research explores how in-betweenness as spaces of intersection, according Bhabha, can enhance the development of critical global citizenship, in alignment with the principles of Jesuit education and the guidelines of the Jesuit Education Network (RJE). Using a qualitative approach, the study is based on the document analysis of Weekly Activity Records (RAS) and curricular syllabi. Applying Bardin’s analysis method, the research is structured around three main categories: Critical Consciousness, Intercultural Understanding, and Global Responsibility. Each category is thoroughly examined, highlighting how the flexible formative itineraries empowering thought (Pensar Empodera) and Sociology of knowledge (Sociologia do Conhecimento) from the second year of high school, contribute to an education that goes beyond traditional boundaries. This promotes critical and responsible global citizenship. The dissertation acknowledges that while formative itineraries offer valuable opportunities for advancing GCE, challenges still exist. These challenges are particularly related to integrating these practices more coherently and systematically. The dissertation acknowledges that while formative itineraries offer valuable opportunities for advancing GCE, challenges still exist. These challenges are particularly related to integrating these practices more coherently and systematically. Based on the findings, pedagogical interventions are suggested to reinforce the commitment to critical global citizenship, in line with the educational mission of the Society of Jesus and contemporary challenges. Therefore, two intervention products are developed: a methodological process for data coding and a conclusive technical report.