Representações, práticas e usos do espaço urbano por estudantes de uma escola pública na Baixada Fluminense: a experiência do CIEP 397 Paulo Pontes, em São João de Meriti (RJ)

• Ano de defesa: 2024
• Autor(a) principal: Souza, Diogo Dutra de
• Outros Autores: [e-mail]
• Orientador(a): Freire, Leticia de Luna
• Banca de defesa: Puggian, Cleonice , Martins, Maíra Machado
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação, Cultura e Comunicação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense
• País: Brasil
• Palavras-chave em Português: Espaço urbano; Escola pública; Percurso comentado
• Palavras-chave em Inglês: Urban space; Public school; Commented rout
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/23376

This research aimed to investigate and analyze the urban experiences of young students at a public school in São João de Meriti, Baixada Fluminense. Due to its historical and geographical characteristics, representations were built around this space over the decades. Furthermore, the production of urban space in this context was marked by spatial fragmentation, producing peripheral areas deficient in urban infrastructure and other services. Considering the educational function of the city, and the school as a decisive agency for the right to the city, we took as inspiration the commented route methodology, developed by Jean Paul Thibaud, which seeks to capture the sensorial experiences of city dwellers considering the ambiences of the built space, to taking walks around the neighborhood. 12 students were selected considering their origin and school trajectory. We sought to verify whether the increase in demand for public schools in recent years would be capable of causing inequalities in the school context, as well as inequalities in young people's experiences with and in the city, as well as different representations of their lived spaces, considering the neighborhood and the school. The analyzes suggest that the representations, practices and uses of urban space in the aforementioned context have socioeconomic, racial and gender differences as a backdrop, producing asymmetries in the way these young people represent the city, the neighborhood and the school.