The constitution of interactive environments between school and territory in Portuguese Language learning in Middle School

Maria Candida de Paula Azevedo

2026

Prof. Doutora Elisabete Cerutti

Universidade Regional Integrada do Alto Uruguai e das Missões — URI

This dissertation investigates the constitution of interactive environments between the school and its territory and their implications for teaching the Portuguese language in Middle School (Ensino Fundamental II). The study starts from the premise that the rigidity of traditional school spaces limits the development of multiliteracies and the critical formation of students. The general objective is to analyze how spatial reorganization and integration with the community as an educational territory can enhance innovative and contextualized pedagogical practices. The research follows a qualitative approach and a documentary nature, grounded in interpretive documentary analysis and the concept of "used territory" by Santos (1996), while also dialoguing with the guidelines of the National Common Curricular Base (BNCC). The empirical corpus consists of two reference school experiences: Projeto Âncora (Cotia/SP) and EMEF Presidente Campos Salles (São Paulo/SP). The results indicate that breaking away from disciplinary architecture and opening the school to its surroundings transforms the territory into a pedagogical operator, offering real-life situations for reading, writing, orality, and social intervention. The study was supported by references related to the UNESCO Chair "City that Educates and Transforms." It concludes that school-territory integration favors meaningful Portuguese language learning by promoting the circulation of the word, democratic space management, and the strengthening of community identity between the school and its surroundings.

School and Territory. Interactive Environments. Portuguese Language.