Resumo

BICALHO, Maria Gabriela Parenti; SOUZA, Maria Celeste Reis Fernandes de  e  MEIRELES, Ludmylla Karinne Trigueiro. Territory and curriculum: interdisciplinary relationships between territorial studies and social education. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2015, vol.24, n.43, pp.133-145. ISSN 0104-7043.  https://doi.org/10.2015/jan.jun.v24n43.011.

The discussions presented in this article are supported by the results of a bibliographic investigation that seeks to establish an interdisciplinary connection between the field of geography, which encompasses territorial studies, and the field of social education. The purpose of these discussions is to offer reflections concerning territory and social education, and their contributions to curricular practices in non-school spaces. From the perspective of critical theories that deny the neutrality of curriculums, we seek to clarify the links that exist between knowledge, (social and power) relations, and awareness, considering spatiality as constitutive of these relations. In terms of educational experiences that occur in non-school (and school) spaces, individual subjects who experienced, first-hand, local educational practices are the main protagonists in the creation of curriculums. The study's findings emphasize the importance of viewing territory as a constituent of the subject. As such, territory is not only a constituent of educational practices, but also an element to be considered in the field of educational research, especially with regards to social education.

Palavras-chave : Curriculum; Social Education; Territory.

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