From vulnerable territories to educational territories

Abstract

The challenge of implementing educational territories is precisely
to deal with the complexity of territorial dynamics. In cities where
class disputes are territorialized, it seems essential to think about educational processes in a more pluralistic, reticular view, which considers multiple spaces, cultures and identities. In other words, this challenge is greater in regions where social inequalities make individuals vulnerable to territories of violence, fear, and poverty. For the richest people, the experience of multi-territoriality is certainly an option, so immersion in educational territories does not depend on political actions in fixed contexts. For the poorest, the city's social problems tend to prevent them from developing both physical and symbolic connections so that they can access multiple territories of individual and collective development, of an educational, cultural and social nature. How is it possible to organize
effective socio-educational development policies in spaces that are increasingly disjointed and fragmented?