Fragmentação socioespacial e o espaço escolar: reflexões a partir de práticas espaciais de jovens escolares em Ananindeua-Pa

Abstract

Contemporary cities have been marked by the deepening of socio-spatial inequalities, especially in peripheral metropolitan contexts, where urbanization occurs in unequal and selective ways. In the Brazilian Amazon, this process assumes specific characteristics related to recent metropolitan expansion and the persistence of historical structures of peripheralization. In the municipality of Ananindeua, part of the Belém Metropolitan Region, these dynamics are expressed both in the organization of urban space and in the everyday practices of subjects experiencing the peripheral urban condition. This research aims to analyze how socio-spatial fragmentation and contemporary forms of inequality are manifested in the spatial practices of young people at different moments of their trajectories in public school in Ananindeua–PA. To achieve this, semi-structured interviews, questionnaires, documentary analysis, and participatory cartography workshops developed within the school environment were employed. The study demonstrates that socio-spatial fragmentation is not restricted to urban morphology or the distribution of infrastructure, but is also manifested in the reorganization of everyday practices, evidenced in mobility trajectories, selective access to leisure and consumption spaces, and the production of meanings associated with the periphery. In the field of Geography education, participatory cartography proved to be a powerful methodological and pedagogical strategy by articulating research and teaching practice and making students’ lived space visible. The research also mobilizes the notion of spatial escrevivência, inspired by Conceição Evaristo, as a methodological mediation for interpreting the experiences, memories, and narratives of subjects in urban space. By articulating Urban Geography, Geography of Education, and Geography teaching, the study contributes to the understanding of contemporary inequalities from the perspective of the school space and reaffirms students as subjects capable of critically interpreting the city and their own spatial practices.