Vivendo as margens: a escola, a comunidade, a educação e o processo de segregação socioespacial na regional da cidade industrial de Curitiba

Abstract

Socio-spatial knowledge is a very crucial task developed in order to understand daily, social, economic, political and cultural relations. This knowledge is fundamental in rural areas as well as in large urban centers – in the “nobler” areas and peripheral areas. Research data have indicated that peripheral areas of Curitiba and its Metropolitan Region concentrate higher percentages of students with unsatisfactory school performance. These data also show that there is a huge socio-spatial disparity in relation to educational opportunities, indicating inequality in the supply and distribution of schools. The educational indexes obtained in these regions are usually smaller than in areas, or neighborhoods, considered more central or noble in the city of Curitiba. In this way, the research question emerges: What are the pedagogical practices necessary to stimulate the teaching and learning process of students living in peripheral daily life, in which, generally, the housing is irregular, precarious and unhealthy? Seeking to answer this question, the main goal of this work is to analyze how pedagogical practices are given in two schools in the periphery of the Industrial City of Curitiba (also known as CIC), a neighborhood of Curitiba. In order to justify and discuss essential concepts for developing the research, we seek the contribution of some authors such as Bruel et al. (2014), Deschamps (2014), Corrêa (1998, 1995), Firkoswski; Moura (2014), Kaztman (2005), Almeida (2017), Carvalho (2014), Soto (2008), Sobreira (2010), López (2008), Silva (2012), Franco (2015, 2016), among others. The research instruments used were: a visit script to the two school institutions, interviews’ scripts and questionnaires applied to the teachers and residents, as well as observations that were made during the extension course titled “University goes to the school: community-school approximation approach” elaborated with the consent and guidance of the managers, which lasted four months and it was developed in the schools' dependencies – one being managed by the state government and another by the city government. Through the instruments of research, it is sought to understand how pedagogical practices are given, the processes of teaching and learning in peripheral areas, and the community-school relations. The main results point out that it must have an interest of teachers for integration between the community and the school in order to contribute with discussions and contents that will empower communities, students and teachers for claiming the basic rights related to education and the rights to the city.