EMBODIED SPACE: DIFFERENCE, LIFE AND SCHOOL

Authors

DOI:

https://doi.org/10.5380/geografar.v18i2.89331

Keywords:

Body, Queer, Fractal, Existence, School quotidian

Abstract

The problematization of space is a challenge that Geography faces since its constitution as a science. This paper seeks to think about how the space can be understood as embodied from a theoretical effort and an experience lived in a school - when the author carried out the teacher training internship, which can be revived throughout the master's research. For this, it is assumed that space is produced and that the body is a fundamental element in this process of spatial production, in which the body is also produced. Furthermore, the production process of difference directly interferes with these productive processes – of the body and space –, reverberating in the production process of life. Furthermore, the production process of difference directly interferes with these productive processes – of the body and space –, reverberating in the production process of life. In this thought experiment, it is important to understand the paths that lead to spatial embodiment, within the relationship with the queer studies and the fractality. These analytical tools make possible another horizon of analysis for thinking about space, body, difference, life and school. Thus, our modes of existence can be perceived as factors of spatial constitution in the tangle of these productive processes, which are in constant movement.

Author Biography

Victor Pereira de Sousa, Universidade Federal do Rio de Janeiro (UFRJ)

PhD student in Education (UFRJ). Master in Geography (UFRRJ). Specialist in Anthropology (UCAM) and also in Philosophy and Human Rights (UCAM). He has a degree in Geography (UERJ), a degree in Social Sciences (UNICSUL) and a degree in Pedagogy (UNIRIO). He is a member and researcher of the COLETIVA Research Group (PPGGEO/UFRRJ), on Geography, Culture, Existences and Everyday Life; of BAFO!, the Study and Research Group on Curriculum, Ethics and Difference (PPGE/UFRJ); and of LEQUE, the Laboratory for Queer Studies in Education (UFRJ/PPGE).

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Published

2023-12-27

How to Cite

Sousa, V. P. de. (2023). EMBODIED SPACE: DIFFERENCE, LIFE AND SCHOOL. REVISTA GEOGRAFAR, 18(2), 310–331. https://doi.org/10.5380/geografar.v18i2.89331

Issue

Vol. 18 No. 2 (2023)

Section

Artigos

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