A GEOGRAPHY TEACHER MEETS THE STORIES OFFERED BY THE MULTIPLE SPACES. THE SCHOOL AS POWER OF FLOWS

Abstract

For a long time in my school practices, I believed that the space we live in was absolute, full of representations, already fixed, and that my teaching practice consisted of explaining its events. This writing is in line with capturing changes that have taken place regarding the possibilities of a geography teacher/researcher, in relation to the many students, in the ways in which he starts to see and circulate through space. The objective is to open up the movement in this sphere, including the school, the students, the teacher, the community, and how the theories subsidized an important part of the movements that began to be felt. The circulation through this space occurs through some methodological currents of geographic science, and that affect the thoughts in geographic education in general. The conceptual understanding of a space in locomotion has become essential, so I start from its more structural aspect to a perspective that opens up opportunities for multiple groups, including bodies. Knowing that these events/events are, empirically and theoretically, in permanent crossings and relationships, the research arrived at a school in which it was possible for differences to (co)exist, without imposing themselves with hegemonies and/or hierarchies. Pedagogical/geographical practices in which everyone was seen in their potential, provided the experience of a multiplicity of contingencies, triggering unprecedented flows, conflicting and convergent, vertical and horizontal, coming from spatialities, in difference, and which began to experience in the school territory a opportunity to better understand each other in this historically fixed and authoritarian space.