As fôrmas e as formas de pensar e a constituição de territórios educativos

Abstract

Considering the current situation, where expectations of radical changes, whether due to environmental, economic, or political factors, are present in most analyzes and forecasts, the present Thesis seeks to situate within this context the proposal for the constitution of Educational Territories, based on a notion that can be translated as the archetype of transformation itself: magic. Such a choice is appropriate because, starting from an empirical basis developed in activities carried out with children, magic presented itself as a recurrent cognitive resource, as necessary, for the reinvention of itself in the face of changing scenarios. In this sense, it is proposed that cities and architecture have always been part of a kind of wünschelrute (magic stick), which connects the fields of the mind and the things of the world, expanding them. Thus, for the operation with the concept of Educational Territories, at the present time, a posture that is assumed as a bridge between magical and concrete thinking is taken as necessary. For the construction of this argument, two simultaneous archaeological operations are carried out, one of knowledge, and the other, urban, with the geographic section of both the city of Erechim (RS), which is singular for the purposes of such a speculative operation. In this city, located in the north of the state of Rio Grande do Sul, based on a colonial project based on the local version of Positivism, Castillism, evidence of the meeting between the Jewish kabbalah, Amerindian shamanism, and aphrodiaspore mythology can be suggested. The supports of this suggestion are different concrete aspects of morphology, topography, toponymy, and architectural landmarks, so that it becomes possible, from this reading, to reinvent the “metaphysical infrastructures” of the city. The investigation procedure of these indications takes place through a playful look, decentralized between discovery and creation, whose method derives from exploratory experiences, developed in games in an Extension Project, with elementary school students, in the same city. In this sense, the present Thesis is also about childhood, without necessarily being about children, but about the return to a magical experience of cities and ideas, as a playful and cognitive strategy for survival in the current urban context, which seems to be at the mercy of a disruptive move. Although the properly social aspects inherent to the theme are not secondary, the present Thesis traces an outline that is accompanied by fundamentals arising from philosophy, notably from currents linked to Philosophy of Mind and Ontology, as it understands that this must be the theme of the theme “ educational territories ”, today: no longer a problem exclusively of urban social policy, or of the epistemological orientation of education, but of the founding encounter of institutionalized spaces, between mind and world. In the Conclusion, the assessment of this conjunctural context is resumed, which made the work as a whole turn to the type of approach that operates. The conclusion obtained shows that the changes, especially those resulting from technological advances, are accompanied by equally sensitive changes in the flow of information, and also in all the social activities that depend on them, such as politics and education. As these are changes based on the creation of an immaterial communicational environment, cyberspace, the invention of its counterpoint, urban territories as educational means, emerges, either as resistance, adaptation, or reference for assessing changes in progress. It constitutes, therefore, the natural counterpoint to a crisis, which is not strictly educational but concerns the institutional representation of knowledge, and the metacognitive processes it engenders, the invention of forms and ways of thinking.