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

Abstract

This article presents a discussion that integrates theoretical reflections and data produced from a project developed with young people in an urban peripheral territory. Theoretically, it examines the concept of “territory” as presented in the Brazilian National Common Curricular Base (BNCC), contrasting it with interpretations proposed by Michel Foucault, Jacques Derrida, Pierre Bourdieu and Milton Santos. Based on this dialogue, the study develops possible dimensions of territory as a concept linked to the teaching of humanities subjects. Alongside the theoretical debate, empirical strategies were designed to produce data on the territory in which the participants were situated, thereby grounding abstract discussions. Data were generated through participant observation, questionnaires, and interviews, capturing two distinct temporal moments: first, during the project’s implementation, when participants were high school students; and second, three years after the project’s conclusion, when some had entered higher education. The article thus reflects on pedagogical practices emerging from the interaction between formal and non-formal educational spaces, contextualized within an urban peripheral territory, and examines their impact on the development trajectories of the young participants involved in a dialogical social intervention project.