Cidade como produção da vida e locus educador para uma nova cidadania

Abstract

Study that aims to characterize the city as production of life and locus educator for a new citizenship, recalling the urban space as habitat of sociohistorical man, as text and context of their needs and provisions and some marks of multiple learning that constructed from the tribes until the cities, that make the city simultaneously a space that educates and demands habits of sociability and of occupational and citizen skills, making the city a valuable human technology of multiple learning. It draws on Lefebvre by taking the urban as a privileged space of participatory exercise of citizen action that transforms and produces new relationships between humans and between them and nature, given that, while human production, carries the utopia of overcoming the existing. This refers to the appropriation of their educators spaces to potentiate them as educative orthotics and prosthetics. It constitutes a qualitative study which uses the methodological support of the emerging paradigm, identifying, in the city of Sao Luis-MA, with techniques of action research, bibliographical and documental research, with instruments of observation, questionnaires and semistructured interviews, some trails that indicate the gestation of pathways that potentiate the city become Locus Educator for a new citizenship. It chose as angle of study the municipal political of social protection, based on a few projects that could potentially function as educative technology, developed in two areas of vulnerability/social protection: the Itaqui-Bacanga and the Sol e Mar. Besides observation-action, questionnaires were administered to 50 subjects participants in one of the projects and interviews were conducted with four technicians, one manager, one legislator and 8 people of the community. Educative technologies were identified in the midst of these social projects, configuring scenarios with multiple processes, rites and myths, such production of life in an urban space, evidencing trails that enable São Luís undertake the process of appropriation and utilization of technologies of locus educator. It evidences, in the daily, multiple interrelationships between culture and the various actors who pass by it and the possibilities of appropriating the city while as strategic educative technology, as an Educator City, challenging policy decisions that result in the appropriation of spaces of social learning in territories not school, taking them as poles of a greater complexity, in which the spaces of learning, not only permeate strongly the urbes in their community movements of participation and in their production and leisure spaces, but also reconfigure the urban territory carving out its vocation of Locus Educator for a new citizenship.