Reflexões iniciais sobre a dimensão espacial do aprender: desigualdades socioespaciais e aprendizagem em Fortaleza (CE)

Abstract

The main issue addressed in this work is the role of space in learning, considering the system of actions and the system of objects as agents in the formation of the individual. Given the complexity that emerges from the relationship between these two phenomena, our objective is to outline a preliminary line of thought based on understanding how spatial variables (socioeconomic inequality and urban violence) impact school performance. To this end, we implemented a methodology that operationalized the concepts of Space and Learning through variables and indicators. The theoretical framework of this study is based on historical- dialectical materialism as a conception and dialectics as a logical research method, drawing on the Historical-Cultural and Critical Psychology of Vygotsky, Heller, and Newton Duarte. We also present Space as a fundamental category of study, confronting ideas from reference authors in Geography to discuss it, such as Yi-Fu Tuan, Massey, Corrêa, and Milton Santos. It is concluded that high or low school performance, which reflects learning, is not solely a matter of individual or pedagogical competence, since learning, in its essence, occurs collectively. We point out that the observed educational expression is a mirror of socio-spatial segregation. Space, with its sets of action systems and objects, therefore becomes a psychological tool that transforms human mental functions, including higher ones. Space, therefore, is not merely a background element, or a stage where learning takes place. It is both product and producer, capable of amplifying or attenuating the processes of human cognitive development.