Geografando as ocupações das escolas públicas de São Paulo (2015-2016)

Abstract

This thesis exposes our research work about the Occupations of public schools, of primary education, in the state of São Paulo, in the end of 2015 and beginning of 2016, undertaken by the students who use these spaces. This movement happened as a last resort to prevent the so-called “Reorganization” – a public policy of closing classrooms and “optimizing” resources, whose objective was none other than to reduce costs in the weakened area of public education. In this sense, we sought, at first, to problematize narratives and facts, in order to demonstrate both the autonomy of this group of engaged young people, and other interested actors, and the ignominy of the authorities constituted in their project to dismantle the public structure. Next, we deepen our critique by highlighting the structural limitations of formal education, with regard to the relevance of teaching for the integral training of those young subjects, training that is described in official publications, for example under terms such as: concepts, attitudes, procedures etc. And then, we empirically analyze the actions of students, especially in terms of their geographic features. We conclude, therefore, by recognizing the importance of this brief experience of the Occupations for the eventual, progressive transformation of society; and of the very history.