Lugar-escola: territórios de relações e poderes

Abstract

Domination relations permeate subjects’ experiences from local to global scale. The purpose of this text is to propose a reflection on the school place as a territory of either domesticating or dialogical relations permeated by the exercise of power. Domesticating relations imply political-pedagogical positioning agreeing to the social conformity of the subjects to the world, while dialogical relations refer to encounters and sharing with the intention of questioning and changing. Therefore, it is necessary to understand the common experience of modernity and its consolidated hegemonies. It is understood that the contemporary scenario involves production of knowledge, pedagogical practices, and the geography.