OTHER SPATIAL IMAGINATIONS: TENSIONS AND DESTABILIZATION IN SCHOOL GEOGRAPHY

Abstract

How many geographies are there in different school contexts? Starting from this question and from some encounters (and disturb) that occurred during my professional career, intend, in this text, to affirm the need to tense the school geography questioning the understanding about the space that underlies most of the conceptions and pedagogical practices present in this field. From research experiences - especially in frontier schools and indigenous schools - as well as in the training of geography teachers, it was noticed the insufficiency and limits of approaches and discussions generally centered on the contents, concepts and theoretical-methodological references. Thus, it points to the need to think of space from the perspective of multiplicity and the possibility of considering and valuing other spatial imaginations closer to the experiences, experiences and rationalities of different subjects in schools. This argument defends a school geography that is attentive to the multiple trajectories that constitute the different geographies of the school space, which presupposes considering other conceptions of the world, of space, of time and, therefore, other epistemes and other spatial imaginations.