O livro didático e as relações de poder na escola por um olhar geográfico: um território de conflitos.

Abstract

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.