School geographies in motion: between subjects and knowledge
This article starts from the readings of bell hooks, specifically the book Teaching to Transgress (2017), and the proposal of a For a Geography in Movement, by Bartholl (2018), in opposition to the hegemonic curricularizing proposals of the current educational policies. It is intended to discuss the...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | EDUCAÇÃO: Teoria e Prática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.rc.biblioteca.unesp.br:article/17227 |
| Acesso em linha: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/17227 |
| Access Level: | acceso abierto |
| Palavra-chave: | Comunidade Pedagógica. Saber-fazer. bell hooks. Bartholl. Pedagogical Community. Know-to. bell hooks. Bartholl. Comunidad Pedagógica. Saber-hacer. bell hooks. Bartholl. |
| Resumo: | This article starts from the readings of bell hooks, specifically the book Teaching to Transgress (2017), and the proposal of a For a Geography in Movement, by Bartholl (2018), in opposition to the hegemonic curricularizing proposals of the current educational policies. It is intended to discuss the relationship between them to propose school geographies that move to transgress the teaching and emancipate the individuals in its process. By capturing and bricolage of the bibliography with the ideas of the respective authors, in a post-critical perspective, to weave understandings for potent school geographies of the individuals interpellated in the school community. First, we approach in Michel Foucault (1997) the idea of "biopolitics" and the School as an "operator training"; then, we rescue in bell hooks the teaching community and teaching as an act that requires collectivity; finally, we propose geographies committed to the emancipation of individuals, geographies that are woven by collective knowledge in the classroom. Therefore, we propose school geographies in movement that recognize the presences, voices, and experiences in the classroom from which, based on an engaged pedagogy, geographic knowledge is collectively created in/through the school space. |
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