Banca de DEFESA: Ana Luiza Aureliano Silva

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Ana Luiza Aureliano Silva
DATE: 23/02/2024
TIME: 14:30
LOCAL: Videoconferêcia - https://ppgfau.unb.br/component/agenda/agendas
TITLE:

 FOR A PEDAGOGY OF THE CITY: Empowering Educating Territories with Children, Building Participatory Methodologies

KEY WORDS:

Urban Pedagogy. Childhood. Participatory Methodologies. Medium-sized Cities

PAGES: 262
BIG AREA: Ciências Sociais Aplicadas
AREA: Arquitetura e Urbanismo
SUMMARY:

This research is based on the assumption that it is possible to learn from and about the city from childhood and the local territory, with the school space serving as a space for experimentation and dialogue between the city and childhood. Supporting the idea that "building a city for everyone starts with childhood" (TONUCCI, 2016), it is believed that by including children in the process of understanding and building cities, we can combat "urban illiteracy" (MARICATO, 2002a) and promote the fight for the "Right to the City" (LEFEBVRE, 2001). The path to this construction can start in schools, through a joint effort to strengthen and integrate with the school community, beginning with participatory actions and constructions within the school itself and expanding throughout the territory. It proposes that these actions start with an understanding of children as political, social, participating, and cultural subjects, aiming for concrete action in educational spaces, which are seen here as spaces for study and practical experimentation. It advocates for Paulo Freire's liberating pedagogy, which finds resonance in bell hooks' updated perspective on building learning communities, as theoretical foundations to strengthen these practices of building education for critical consciousness. It also anchors itself in Edgar Morin's perspective of Complex Thought, which reconnects knowledge with solidarity.The central problem seeks to understand the methodological approaches for constructing learning about cities with children in public schools, as part of addressing urban illiteracy. Thus, the general objective is to offer theoretical, empirical, and methodological contributions to this endeavor, constructing methodologies that address cities, architecture and urban planning, and social participation with children in the school context, working with them on the idea of territory and educational spaces. Using a school in Lavras-MG as a research field, it directs its focus towards the reality of medium-sized cities and approaches other scales in urban planning. The research employs the action research method, structured through the direct involvement of the researcher in interaction with other actors (children) in the production of knowledge about the interaction between city-education-childhood. In this way, children are collaborative participants in the research, subjects of their own knowledge. The methodology follows a cyclical process, alternating between moments of action, reflection, and action again, adapted according to experiments and the context experienced in the school, based on the experiences of the "Grupo Periférico" (Peripheral Group). Additionally, as research procedures/instruments, the following were carried out: bibliographic study; analysis of theses and dissertations related to the research topic; bibliographic research in journals; participant observation, with the development of workshops during action moments using existing participatory tools and methodologies, as well as adapting and creating others. As a result, it is understood that it was possible to build collective and spatial awareness with children through their participation and cooperation in the meetings. Furthermore, it is observed that it is possible to explore the role of architects and urban planners as educators and the possibility of working in this field by proposing the creation of a degree program in architecture and urban planning. In association with the development of this idea, the convergence of methodologies and actions is proposed that can contribute to opening effective channels of children's participation in the field of public policies, especially in education and urban matters, such as the possibility of creating a children's council.

COMMITTEE MEMBERS:
Externo à Instituição - JOSÉ CARLOS BAPTISTA DA MOTA - UA
Externa à Instituição - LÍVIA RIBEIRO ABREU MUCHINELLI - UFSJ
Externa à Instituição - DANIELA ABRITTA COTA - UFSJ
Presidente - 1857674 - LIZA MARIA SOUZA DE ANDRADE
Externa ao Programa - 1402220 - VANIA RAQUEL TELES LOUREIRO - null