Vila Cruzeiro, escolas e movimentos sociais: múltiplas narrativas sobre o território, a vizinhança e a história local

Abstract

This research reflects on the value of the territory of the favela of Vila Cruzeiro and the intersections of race, class, gender and age woven in the urban territory, from the perspective of Public Education in favela schools. It proposes interculturality as a tool for valuing popular productions and collective actions that educate and transform favela territories. It demarcates the territory of Vila Cruzeiro as an object of research and traces an investigative path through the neighborhoods of Penha and Complexo do Alemão and in Complexo da Penha, regions interconnected by conviviality and geography. The question that feeds her is: how Education in Vila Cruzeiro could be articulated in the construction of an intercultural pedagogy project, focusing on the reality of the territory itself, to provide opportunities for the appreciation of local history, the integral development of subjects and the occupation of spaces by students in the region? Its general objective is the appreciation of history, as well as collective actions with educational potential, which take place in the territory of Vila Cruzeiro, in the proposal of an articulated pedagogy between educational institutions in the region. The specific objectives consist of (i) the recognition of the city's plurality; (ii) the opportunity for students from the favela's public school to occupy different spaces. The methodological approach applied is qualitative and uses oral and local history, based on narratives collected through interviews developed with the research subjects, who were defined by having lived in Vila Cruzeiro at some point in their life. To support the discussions developed, we refer to Freire (1998, 2019), Oliveira and Candau (2010) and hooks (2013), reflecting from the perspective of an emancipatory, intercultural and decolonial education; in Campos (2010), Lefebvre (2011), Haesbaert (2014) and Santos (2006; 2014a, 2014b, 2018), in the geography of territories, in the context of Rio's favelas, in the right to the city and in the use/occupation/definition of space urban; and, finally, in Arroyo (2011, 2012, 2015, 2018), Gadotti (2006, 2008) and Gomes (2017) to reflect on the role of collectivity and social movements in Education. The investigation unfolds into an Educational Product, the Neighborhood Almanaque: Vila Cruzeiro, which presents itself as an educational support material to be made available to schools and social projects in physical environment and with free virtual access. The Almanaque da Vizinhança covers the history of Vila Cruzeiro, the reference urban facilities in the region, cultural manifestations, some personalities from the favela and social movements that stand out in the research. The possibility of the applicability of such material gives rise to the proposal of a Territorial Pedagogy, a concept to be founded and deployed beyond this research.