Territories of (r)existence

Potentialities between the school and the culture of peripheries

Abstract

This article discusses the Resistance to the precariousness in the management of Public Schools, which arises from the very living conditions of the communities that surround them. It tries to understand, more specifically through pedagogical practices, how the school space may open itself to the current ways of resisting, performed by the social subjects of urban peripheries. It is a theoretical reflection about the school from a geographical perspective, supported mainly by the concept of territory, seen as a phenomenon of multiple interactions. The research methodology is qualitative, based on bibliographical review. As a result of such reflection, the creation of common spaces and learning communities is presented as a political-pedagogical instrument, which matches different social subjects, languages, and realities. The article concludes with a proposal for an empirical research agenda on the culture of periphery in public schools.