Paisagem e lugar: a percepção dos professores de escolas públicas acerca do espaço escolar como paisagem do medo

Abstract

Perception is the fundamental sense for understanding the lived world and its relationship with the environment in which subjects are inserted. Thus, this research seeks to understand teachers' perception of the school environment, analyzing it from the perspective of Humanist Geography and Phenomenology. Aiming to understand how schools can be conceived as 'Landscapes of Fear,' influenced by location, security conditions, and social dynamics, affecting the teaching experience. The research was based on the following questions: In which contexts do schools cease to be a Place of Work and assume characteristics of Landscapes or Places of Fear for teachers? How does the location of schools influence the perception teachers have of these institutions? Is there a differentiation in the methodology and teaching approach adopted by the schools where they work, motivated by the feeling of insecurity? For this, two methodological procedures were organized. The first was through a survey of references that enable its theoretical foundation. The second step in constructing the research was field research/work, aimed at understanding the schools and discussing with teachers their perceptions about it. Thus, it was possible to identify that many teachers feels the school environment as a space of vulnerability and insecurity, which directly impacts their pedagogical practice and interpersonal relationships within the school.