Language practices and local knowledge in context of boundaries

Abstract

This article aims to present an experience of collaborative participation - teachers from a state college, students and other actors from the school community, including residents of the neighborhood where the college is located, university teachers and scholars of Letters courses - which made possible the emergence of local knowledge and language practices through the development of a project entitled “Memory Project”. Its purpose was to reconstruct the history of the formation of the neighborhood and the school, counted on teachers from different areas of knowledge and allowed everyone to understand the constitutive interrelationships between the school context and the local ways of existence. The ethnographic experience built on the Project has highlighted the importance of collective work, which was based on a pedagogy inspired by a culturally sensitive perspective and extended beyond the walls of the classroom and the walls of the school.