Crianças na cidade: construção de sentido e significações da aprendizagem no território

Abstract

The present work consists of identifying, conceptualizing and analyzing five different categories of territories from the perspective of the senses and meanings that were attributed by the children. It was mainly based on the Children Architecting Project in the territory made with children from the 5th grade of the Cyro Sosnosky school, in the Efapi neighborhood. The project's workshops took place in three main moments: Map, Build and Decide, and took the children to read the existing territories of the neighborhood and the city. The empirical part of the work used audio transcriptions, videos, drawings and a subjective Atlas, which were produced by the children during the workshops. Once systematized, these contents, associated with theoretical sources, allowed the delimitation of five categories of territories: Territory of playing; Territory of no; Consumer territory; Territory of learning and Territory of sociability. We use both authors of sociology and architecture to bridge this gap between learning and the senses and meanings attributed in the territory. The children throughout the project evidenced a learning that goes beyond the walls of the school, which is configured in a continuous meaning of the multiple spaces of the neighborhood and the city experienced in their daily lives. We then came to the conclusion that it is through the transience and experimentation of the territories that children mean and resignify the spaces of the neighborhood and the city. Not only a traditional school learning, children go beyond making their complex perceptions about the city into interventional actions, whether by speech, occupation of interdicted spaces, spaces destined for adults, and little by little they retake the right to the city