Education territory in Brazilian educational policy: silences, noises and reverberations
Journal Title: Práxis Educativa - Year 2019, Vol 14, Issue 2
Abstract
The aim of this text is to present a theoretical tracing about the presence/ absence of the concept of education territory in legal frameworks of Brazilian education. Based on document analysis methodology, it intends to contextualize, in the environment of Brazilian public policies, when the concept of Education Territory arises, as well as which are the possible gaps and meanings, which become evident from Federal Constitution of 1988 up to our days. Pre-categorization of data indicates a revealing historical journey of the idea that urban space was constituted into education territory and it favors development of integral education. Data interpretation is guided by the continuous cycle of policies by Stephen Ball.
Authors and Affiliations
Joanne Cristina Pedro, Nilda Stecanela
Keywords
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- EP ID EP581385
- DOI 10.5212/PraxEduc.v.14n2.010
- Views 84
- Downloads 0
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