Theory and methodology of experiential material

geography and spatiality mediated by youth experiences in the school space

Abstract

The discussions around education and the geography of the school space contemplate how the students experience this normatized space controlled by the State. Although timeless, today these discussions reflect the fragility of treating the subjects that inhabit this space in a homogeneous way, neglecting their subjectivities and identities. Thus, Humanist Geography, through phenomenology and hermeneutics, adheres to the study to access the social-spatial experience of the subjects, that is, how Heideggerian being-there (dasein) and dwelling (dwelling) express ways of seeing and being in the world. Through the notion of Themes, the study proposes to identify possibilities of connecting these experiences of the world with the norms that control the becoming and dwelling of the school space, and it is in the meantime that themes such as obligation, professionalization, socialization, knowledge, and technique are interpreted. The interdisciplinarity and the lived experience endowed with subjectivities are presented as alternative means to counteract the positivist and generalizing treatment that sustains the control/guidance materials of the school space.