Relation to knowledge and territory: experiences of full-time students

Abstract

The research aims to analyze the relations which the students of Elementary Education establish with the knowledges in the Full-time School (ETI) that, since the year of 2015, has included other spaces of the city in its school activities. The theoretical and methodological framework are the studies of Bernard Charlot, in dialogue with authors in the field of Territorial Studies and authors who discuss the Integral Education / Full Time. The subjects are students of the last two years of Elementary Education, and the balance of knowledge and interviews were used for the data collection. The analysis, inspired by Charlot (2009), focused on the learnings evoked by the subjects. The results point out that the relation to knowledge is marked by the school learnings and there is no effective appropriation, by the students, of the spaces of the city. Putting in dialogue the subject moving between school and city space, in the movement triggered by the ETI, or other full-time experiences that take the city as a source of learning, instigates to reflect on the need to apprehend these spaces as territories which can contribute to the construction of integral education, and not only of full-time schooling.