SILVA, M. A.; http://lattes.cnpq.br/5131969745960953; SILVA, Micaelle Amancio da.
Resumo:
This monograph aims to analyze how power relations develop
at the School to, from a geographic perspective, understand it as a territory. The School and
envisioned as one of the main institutions responsible for the training of individuals.
This training consists of learning knowledge systematized by humanity
and present in the curriculum. These knowledges are selected from power relations that
involve the interests of the bourgeoisie, representing the interests of the State. In this sense, the
school institution is considered by several authors that approach education, such as Althusser (1970)
and Apple (1989). as an ideological reproduction apparatus, in which it reproduces values,
culture and interests of those who exercise power. However, the School presents itself as a
diverse space, being composed of multiple variables, which are also related to
other groups in dispute for power in the School. And from these conflicts, generated by these
disputes that the School defines with territory, since according to Souza (2007, p. 86) the
Territory "is a space defined and delimited by and from the redoubts of power". Aiming
understand how these power reductions operate in the school territory, an analysis is carried out
about the use and influence of these disputes in the textbook and in the development of their
public policy. In order to achieve the objectives proposed here, the methodology will be based on
a theoretical reflection on the concepts and functions of elements inherent to this discussion.
Therefore, it is emphasized that solutions are not proposed to such conflicting situations,
paths and possibilities for new discussions that will contribute even more to the
development of a quality School, aimed at the community.