Analysis of the variation in pedagogical practices between school spaces with different socioeconomic standards, from the perspective of urban mobility

• Grant number: 23/05142-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: May 01, 2023
• End date: December 31, 2023
• Field of knowledge: Interdisciplinary Subjects
• Principal Investigator: Mariana Abrantes Giannotti
• Grantee: Carlos Augusto Araújo da Costa
• Host Institution: Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated research grant: 13/07616-7 - CEM - Center for Metropolitan Studies, AP.CEPID

Abstract

This paper considers that there are different perspectives on the diversification of teaching practices in the educational system. If on the one hand, the theory of reproduction, developed by the sociologists Pierre Bourdieu and Jean-Claude Passeron, implies a certain stability of the ways of the pedagogical practices in school institutions. On the other hand, thinkers like Paulo Freire, in the area of education, and Henri Lefebvre, regarding the philosophy of space, formulate theories that make it possible to understand how the development of different pedagogical practices can take place depending on the context in which the institutions are inserted. Given this theoretical context, the present work aims to understand how different types of schools and different socioeconomic backgrounds of the subjects can influence the development of different pedagogical practices and their impact on learning. For this task, the project intends to develop an empirical study of knowledge construction in the theme of urban mobility, specifically in the analysis of public and individual motorized transportation (cars) in public and private schools. Urban mobility, as the central theme of the school knowledge proposal of this empirical study, is presented as relevant, because besides both schools are located in an urban space, this object of knowledge is permeated by issues of different orders that impact the students and educators according to their socioeconomic backgrounds and cultural contexts. Thereby, we can evaluate if and how the development of different pedagogical practices is carried out through the construction of knowledge of an object in which its understanding is sensitive to the perspective of the subject who builds it.