Tubi or not tubi: the experience of an educational territory study in Tubiacanga, Rio de Janeiro
Abstract
Brazil lives a moment of spectacularization in its social-political context, where citizens increasingly lose their power of decision on the directions of the cities and the society on behalf of an excluding economic development. Following such logic, economic interests start orientating public policies, to the detriment of the population well-being, permeating spheres of action like the education and school curriculum, where disciplines not directly connected to the productive sector have their time loads decreased.
In this process, new fragments of the urban fabric are created, equipped with infrastructure according to market interests while a significant part of the city continues to be neglected by the State, leading the citizens to the gradual loss of their role as an agent that continuously weaves the city. Under the light of these facts, entities and social movements associated with the urban thinking get organized to debate the right to the city and new ways of participation. However, the debate doesn’t always include the youth’s participation, and especially children, who are seen as future citizens, not as full citizens capable of actively taking part in these discussions.
Therefore, the idea of the city being continuously weaved with the help of many hands enables the inclusion of the childhood universe in this process. As the children absorb knowledge, attitudes, and values of their social circle and replicate them, they aren’t merely internalizing the society and culture, but contributing to cultural production and change (Corsario, 2003), becoming co-builders and transformers of the social realities, experiencing and perceiving the territory.
It is in this context that the course Architectural Design III (PAIII in portuguese), conducted by Professor Doctor Vera Regina Tângari at the Architecture and Urbanism College, Federal University of Rio de Janeiro (FAU/UFRJ), involves the elaboration of studies and projects for a public elementary school at the Ilha do Governador district, Rio de Janeiro. Using concepts of educational territory and full-time education1, the course approaches the children’s role in the construction of a more equitable city and society, with no distinction of color, gender, age and social class. This development embraces the child as an agent of transformation of its own reality and also leans on the technical and theoretical knowledge of the university.
Thus, the project pursues to compose a new part of this plan, geographically mapping the experiences of four students involved in this activity, in moments of contact with the community, which arose from the critical analysis of the place. Within this scenario, the students saw sewing needles and simultaneously parts of the fabric, perforated by the crossings.
