Maré de fronteiras: a(s) perspectiva(s) de estudantes de uma escola pública municipal sobre o bairro Maré, Rio de Janeiro

Abstract

The research was carried out in a city public school in Maré, which divides three distinct contexts: on one side are the communities of Praia de Ramos and Roquete Pinto (dominated by the “milícia”, illegal paramilitary groups), on the other, Parque União, Rubens Vaz, Nova Holanda and others (dominated by drugdealers), and in front of Avenida Brazil an occupation called "Tijolinho". Thus, the work deals with the influences of these different territorial contexts on the set of social relations built in the school routine, taking into account the different types of violence that express the multiplicity of relations of these territories. The research, then, starts from the cartographic representation as a pedagogical tool to define what is Maré, since its territory is full of sociabilities that make it possible to think about diverse teaching processes rooted in the lived space. The methodological proposal developed through three tools, namely: the maps of the neighborhood, the use of the references developed by the students (sociabilities, memories) and the location of their houses as a starting point for the materialization of geographical/socio-spatial factors, and the paths and spaces of the region that are experienced. The research focused on the construction of "social maps" through four workshops, held with about 80 sixth-grade students, from three different classes, between the years 2021 and 2023. In addition, four points were crucial and guided this research: the views that relate to “children”, “the city” and “the school”, social cartography, the workshops and their results and the ethnographic report. Starting from a local reality, this work presents broader reflections that we believe contribute to enrich and qualify the debates both in the field of urban studies and in the field of education. Thus, this research with children sought to highlight their importance to the public debate about city life, as a constituent part and as a voice that desserves protagonism in this process. With the research we were also able to reflect and point out that the neighborhood and the city, as territorial components, allow/enable and/or restrict/constrain the processes of educability of children in/in the favela.