Crianças na cidade - participação infantil no planejamento e gestão das cidades: novas espacialidades, autonomia, possibilidade

• Ano de defesa: 2018
• Autor(a) principal: Marília Tuler Veloso
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Planejamento e gestão urbanos; Participação; Criança; Espaço urbano; Participação popular; Planejamento urbano
• Link de acesso: http://hdl.handle.net/1843/MMMD-B6NH8T

This dissertation discusses the participation of children and teenagers, considering them as political subjects, in the collective construction of cities, through urban planning and management, in Brazilian context. Since 2001, with the approval of the Estatuto das Cidades (Law n° 10.257, Brazil), there are countless efforts and academic works to understand the potentialities, victories and weaknesses of the new legislation in the face of popular participation in city planning and management. Moreover, it is clear that the text has been subject to subsequent interpretations and distortions as to its purpose. In general, the population has remained excluded in number, diversity or lack of participatory effectiveness. The objective of this dissertation is to construct guidelines and reflections that could contribute to a greater inclusion of children and teenagers in participatory processes of planning and management of cities. With this purpose, is explained at first the theoretical basis of considering the "child subject" as a political subject, and what is the relevance of this subject to social structure as a whole. Next, concepts related to the participatory process, especially the concept of autonomy, stands out. In addition, this work deepens succinctly on research processes regarding children. The main methodological option refers to the posture of inspiration based on the work of Paulo Freire, of approaching educators and students, making an analogy to children and planners. This alternative guides the construction of an "evaluation scale" for the cataloging of "governmental" and "non-governmental" initiatives that have associated pedagogical practice with the participative practice of constructing the collective urban space and which have focused on children and the teenager. From this catalog synthesis, is analyzed: (a) the spatial nature to which the participation refers, (b) the participatory process itself, (c) the opportunity for socio-special reflection and urban experience given to children, and (d) the possibility of problematizing the participation methodologies themselves. As a result of this analysis, proposals were made for theoretical-conceptual markings concerning (i) the construction of a new concept of autonomy, (ii) the reafirmation of the child's propositional role as a right, (iii) the reflection on the posture of the pedagogical planner, (iv) and the defense of an indispensable association between formation and participation. From these guidlines, the argumentative proposal is based around the idea of "pedagogical territories", which would have in the school a diffuser point of popular compactness of the spatial units for urban planning and management.