Território no currículo: o caso da Escola Estadual Desembargador Horácio Andrade no município de Ouro Preto - MG

Abstract

The objective of this work is to analyze how territorial issues are addressed in the curricular processes of the Escola Estadual Desembargador Horácio Andrade (EEDHA), in Ouro Preto – Minas Gerais, proposing alternative possibilities for their use and approach. Specifically, the aim is to describe the educational context in which the school operates and understand territorial issues and their articulation with the curriculum. Subsequently, improvements in the articulation of territorial dynamics and school and pedagogical management are proposed. The understanding of the "territory used" is based on Milton Santos' (2022) formulations, where it is a fundamental category to analyze and understand the socio-spatial formations of our time and an important object of social analysis. Arroyo (2013) emphasizes the political centrality of the curriculum in the spatial construction of the school system, considering it a contested territory and structuring the school's actions. A qualitative case study approach was used for the research development, aiming at an in-depth exploration of issues related to the school and the concept of territory. The methodology consists of semi-structured interviews with teachers and the school administration. Interactions with students were conducted through discussion circles to address territorial dynamics present in the lives of these young people in Ouro Preto. The school's Political-Pedagogical Project (PPP), learning guides, activities, and projects carried out between 2020 and 2022 are also analyzed. The study seeks to identify and problematize some challenges involving the incorporation of the territory into the schooling process. In the final chapter, an educational action plan is proposed to address the territory within EEDHA's school curriculum. Relating the school curriculum to the territory and considering it as an educational space can bring the school closer to the students' living environment and the school community, contributing to the construction of integral education with the unique characteristics of the school and its territory.