Educational territories and rural education: Spatio-temporal mapping, memory and appropriation

Abstract

This article intends to investigate to what extent the educational territory can enhance Rural Education and contribute to the articulation of rural schools with the way of life of peasant children, involving existing social practices in their respective communities. The general objective of the research is to explore the pedagogical potential of the countryside as an educational territory and of rural schools as multipurpose environments and collective appropriation, articulated to the life and culture of the community, at different scales. Therefore, the methodological procedures adopted are based on a qualitative and experiential analysis that aims to understand, through environmental perception devices, how much the relationship with the rural environment can be part of socio-educational activities in rural schools and, thus, how much they can be embedded in the life and culture of the local community. Thus, the device "Spatio-Temporal Mapping" was developed, which aims to rescue the affections, uses and memories of spaces of appropriation and non-appropriation, through the mapping of the territory and the changes that occurred in its uses and customs over time.

Keywords: educational territories, rural education, participatory process, listening devices.