Paulo Freire e Milton Santos: fundamentos para uma pedagogia do espaço.

Abstract

This thesis is the result of a theoretical research of historical- philosophicaleducational character, which had as a research method hermeneutic - dialectic. The main objective was to develop and support a pedagogy of space in order to recognize the spatiality while forming matrix, based on the pedagogical theory of Paulo Freire and spatial theory of Milton Santos. This study originated from the world reading done by the author from the context of their socio -spatial praxis in different temporalities and spatialities. Thus , it is argued the thesis that Freire's pedagogical theory and Miltonic spatial theory provide theoretical and methodological contributions that contribute to settle the spatiality as the formative matrix, able to provide learning situations as an act of knowledge of reality . This is because such an approach to teaching and learning, enables the reading of reality by means of spatial forms. To highlight the " space-time " in the context of knowledge construction process, learning space, promotes construction of such dialogic in relation to the object of study and located regarding the situatedness of the subject, valuing their culture and where are inserted into the subjects of learning. Opposed thus the devaluation and universalization of knowledge and place engendered by capital in the context of globalization. In this sense, the Pedagogy of space contributes to the overcoming of naive consciousness by epistemological awareness, collaborating in the development of essential investigative, social and intellectual skills spatial formation of the subject historically located, setting a major contribution of geographical science pedagogy and education.