Território: agente educador na construção da cidadania

Detalhes bibliográficos
Ano de defesa: 2023
Autor(a) principal: Barboza, Danilo Praxedes lattes
Orientador(a): Ponce, Branca Jurema lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica de São Paulo
Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
Departamento: Faculdade de Educação
País: Brasil
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/40732
Resumo: The research aims to demonstrate that the territory, simultaneously physical and symbolic, is a fundamental aspect for a citizenship, fair and transformative education. To this end, will be analyzed the work developed by the Curumim Program, a non-formal educational proposal by Sesc São Paulo aimed at children aged 7 to 12, which has been innovating in the offering of educational, cultural and leisure activities for over 35 years. From the basic documents of the Curumim Program and interviews with educators working at Sesc Consolação, located in the historic center of São Paulo, will be observed the experiences, possibilities, and limits of working with the territory. The main theoretical references of the research are: the critical and transformative educational perspective of Paulo Freire (1987, 1996, 2021); the conception of territory presented by Milton Santos (2004, 2007, 2020, 2021a, 2021b); and the conception of curricular justice and its dimensions of care, meaningful knowledge for life and democratic coexistence presented by Branca Jurema Ponce (COSTA; ARAÚJO; PONCE, 2023; PONCE, 2016, 2018; PONCE; ARAÚJO, 2019, 2021, 2021; PONCE; LEITE, 2019; PONCE; NERI, 2018). From the analysis of documents and interviews with Curumim educators, it is demonstrated that the development of educational activities with children in the territory enables the enrichment of the sociocultural repertoire of all subjects involved in educational practice, promotes critical thinking, consciousness, and social responsibility