Geografia da escola: uma análise territorial de escolas da fronteira Brasil-Bolívia e Brasil-Paraguai

Abstract

This work is the result of an academic and professional maturation process, which is collective and has become into a dissertation that comes from my discussions and experiences and from my research group. Thus, this proposal includes a look at the school, education, the State, the border and Geography, to understand the School's Geography, its territories and territorialities. To this end, the work was carried out in two border cities in Mato Grosso do Sul state, Corumbá and Ponta Porã, that compose the border strip with Bolivia and Paraguay, respectively. In each of the two cities, we have chosen the sociospatial analysis of two schools, one urban and one in the countryside, conducting an observation of the school routine and conversations with the school subjects: management, coordination, kitchen staff and teachers, in addition to an activity applied to a class of students at each school. This work aims to highlight the socio-spatial relations of the participating schools, their territories and territorialities. In this way, it was necessary to understand the role of the State in the formulation of educational and border public policies, since it is from the understanding of the structural relation between state guidelines, aligned with world capitalism, that we can understand how public policies are created and implemented for the Brazilian schools. We understand that State’s direction, the territorialities of the subjects and the socio-spatial relations in schools do build multiple and unique territories in each locus that we analyze, so it is necessary to think about the particularities of schools in the formulation of public policies, especially when we think about policies dedicated to the Brazilian border area. It was seen that the language and the discipline used through the school is a face of the nation's territorial consolidation and national sovereignty for these localities. Finally, we concluded that it is necessary to think of Geography as a possible field of analysis to understand the school's socio-spatial relations, mainly with the ability to observe the whole picture and formulate an analysis capable of encompassing concepts to research School Geography.