Education territory in Brazilian educational policy: silences, noises and reverberations

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.14n2.010

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.

 

Keywords: Education territory. Legal frameworks of Brazilian education. Policy cycle.

Author Biography

  • Nilda Stecanela, University of Caxias Do Sul

    Nilda Stecanela desenvolveu estudos de Pós-Doutorado em Educação, como bolsista CAPES, no Institute of Education/University of London (2015-2016); É Doutora e Mestre em Educação pela Universidade Federal do Rio Grande do Sul (2008 e 2002), Especialista em Gestão do Ensino na Educação Básica pela Universidade de Caxias do Sul (1998), Licenciada em Biologia pela Universidade do Vale do Rio dos Sinos (1997) e em Ciências Exatas pela Universidade de Caxias do Sul (1982). É Pró-Reitora Acadêmica, docente do corpo permanente do Programa de Pós-Graduação em Educação da Universidade de Caxias do Sul e Co-editora da Revista Conjectura: Filosofia e Educação. Coordena o Observatório de Educação da mesma instituição. É bolsista CNPq de Produtividade em Pesquisa.

Downloads

Published

2019-05-30

Issue

Vol. 14 No. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história

Section

Artigos

License

Authors who publish in this journal agree with the following terms:

a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.

b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.

c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.

d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.

e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Education territory in Brazilian educational policy: silences, noises and reverberations. Práxis Educativa, [S. l.], v. 14, n. 2, p. 583–600, 2019. DOI: 10.5212/PraxEduc.v.14n2.010. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/13112. Acesso em: 30 apr. 2026.

Most read articles by the same author(s)