A cartografia afetiva na leitura do espaço escolar: compreendendo olhares e subjetividades.

Abstract

The school space is constituted from different perspectives, these being developed by its protagonists that provide material and immaterial bases to its existence. Therefore, it can be characterized by the relationships and continuous experiences within the space-time of the school daily, acquiring individual and plural faces with concrete and subjective descriptions. Given this perspective, it is necessary to develop daily school practices in reading these new transformations between the student and the school space, building strategies that privilege this symbolic-subjective dimension, using this perspective in the construction of a more democratic, educational and representative to students. The purpose of this study was to analyze the relationships that take place in the school space of the Dr. Gentil Barreira teaching unit, located in the neighborhood Conjunto Ceará, in the city of Fortaleza - CE, based on the everyday school 's views and subjectivities of the daily life of the school constructed by the students of the 1st year. For this purpose, affective mapping workshops were carried out during the regular Geography classes, which made it possible to understand the harmonious experiences and / or conflicts with the school space. The affective cartography became the central perspective and the guiding bias of the practice of participatory mapping in the school, with methodological development divided into four systematic, procedural and participative stages of analysis and investigation of the school space, being these: contextualization, identifying the daily dynamics in the school ; communicating directly with students about their perceptions of school; the realization, corresponding to the direct experimentation, effecting the affective mapping workshop; and interpretation, discussing the looks and opinions pointed out about the school space by the students. Therefore, within the general scenario, the unit presented a satisfactory number of affectivities and pleasant spaces for students, enabling positive experiences in daily activities, with harmonious relationships. However, although in smaller numbers, negative places and invisible relationships express seeds of conflict within the unit, and the development of strategies to minimize them is necessary. Thus, affective cartography presents itself as a real possibility of applicability within the school units, functioning as a process of communication with the experiences and feelings of the students, resulting in a space more representative to the participants of this reality, facilitating the planning and interventions in the space school.