Pedagogical practices in educational territories: the case of the School-Community Project

Abstract

This article aims to discuss the pedagogical operationalization of the concept of educational territory as applied to the context of an urban community facing social vulnerability. The dataset was generated during the implementation of an undergraduate research project involving young people. From a theoretical perspective, the concept of territory is grounded in the Brazilian National Common Core Curriculum (BNCC) and in conceptual appropriations from Michel Foucault, Jacques Derrida,
Pierre Bourdieu, and María Laura Silveira in collaboration with Milton Santos. Data collection was based on a case study approach, using questionnaires, interviews, and discussion circles. Data generation occurred in two distinct phases: during the implementation of the project and three years after its conclusion, by which time some participants were already enrolled in undergraduate degree programs.
Pedagogical analyses were developed based on reflections by Miguel Arroyo. It was concluded that participation in projects involving community transformation initiatives yields long-term effects regarding the continuation of education and the deepening of students' perceptions of the territory where they live.