INTERDISCIPLINARY DIALOGUES BETWEEN THE GEOGRAPHY OF CHILDHOOD AND RURAL EDUCATION

Abstract

Interdisciplinary studies that allow for the articulation of the Geography of Childhood and Rural Education present themselves as a fruitful theoretical and investigative field for understanding the multiple dimensions of children's experiences in rural contexts, as well as their implications in socio-educational processes. Within this framework, perspectives emerge that recognize the child as a historical, social, and cultural subject, whose spatial experience is constituted in daily interactions with the territory, mediated by relationships of work, play, and schooling in rural contexts. The analysis of rural childhoods, in this sense, goes beyond a mere description of geographical contexts, assuming an interpretive and critical character that integrates educational practices, rural ways of life, and the contradictions inherent in the contemporary political and economic context experienced by rural children. This article presents the results of a bibliographic inventory that highlights the connections between the Geography of Childhood and Rural Education, emphasizing their possible theoretical and methodological interfaces. It is identified that both share epistemological foundations anchored in Historical-Dialectical Materialism and a critical analysis of social reality, which allows for the intersection of categories and theoretical perspectives. This approach enhances investigations into the territoriality of rural childhood and the educational process in rural spaces, contributing to the strengthening of an interdisciplinary perspective committed to social transformation.