Delocalization and Spatialization of the Classroom: Deterritorialization in Education

Abstract

This study aimed to discuss the concepts of the deterritorialization of the teacher and student roles in education. Among the concepts discussed, two are relevant for the considerations: the delocalization and spatialization of the classroom. As the environment for research, teachers and primary school students from public schools in Porto Alegre and surroundings were used. The guiding issue for the research was on how students and teachers were solving the problems caused by social pressures exerted at school for the use of mobile phones, tablets and social networks in the classroom. Initial results indicate significant progress for the introduction of new aspects and characteristics in the TEACHER and STUDENT territories, and one of the conclusions is that both the delocalization and spatialization are concepts that should guide teacher training courses more significantly in order to improve practices and education in the teaching and learning relationship. In conclusion, the educational use of social networking in education, and audio and video media in the production of educational content built by the students themselves, nurture new spatialization and delocalization, providing results and students who are more reflective and protagonists of their cognitive and intellectual growth.