THE DISPUTES OVER THE DISCURSIVE SENSES OF BORDERS IN THE SPATIAL PRACTICES OF BORDER SCHOOL SUBJECTS BETWEEN BRAZIL AND VENEZUELA

• Grant number: 24/12774-5
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: December 01, 2024
• End date: September 30, 2028
• Field of knowledge: Humanities - Geography - Human Geography
• Principal Investigator: Rafael Straforini
• Grantee: Bruno Sobral Barrozo
• Host Institution: Instituto de Geociências (IG). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

The research project is situated within the field of curriculum studies from the perspective of Laclau and Mouffe's Discourse Theory (1996). In this approach, our goal is to analyze how the senses of borders experienced in the spatial practices of discursive meaning by Venezuelan and Brazilian border school subjects challenge the senses of geographic knowledge in an elementary school located on the border between Brazil and Venezuela. This discussion enables a more complex articulation with different concepts and spatial practices, such as borders, territory, spatial mobility, migrations, xenophobia, globalization, culture, etc. Our research problem is the following tension: To what extent do the senses of borders experienced in the spatial practices of discursive meaning by school subjects on the Brazil-Venezuela border challenge the senses of geographic knowledge in an elementary school located on the border between Brazil and Venezuela? As for methodology, the project adopts a qualitative research approach to be conducted in an elementary school on the Brazilian border. Thus, the proposal will be anchored in Participant Ethnographic Research, and regarding the pedagogical foundation, our discussion aligns with the post-critical studies of curriculum discourses by Lopes and Macedo (2011). Therefore, the research project is structured in three stages: a) Selection of participant subjects; b) Understanding the research reality/context; c) Ethnographic Research.