Socio-spatial pedagogy: an approach by means of games

Abstract The paper discusses the emerging concept of socio-spatial pedagogy, placing it on the need for democratization of spatial knowledge, by proposing to shift the debate and critical reflection usually confined in institutions and research centers, which will be understood as matters of public interest, towards informing and qualifying everyday spatial practice. Within the scope of possibilities and practices for socio-spatial pedagogy, it will be presented the experience of a series of four workshops, based on board games, developed by students of architecture and urbanism at the Federal University of Minas Gerais (UFMG), to be played with groups of young people living in favelas on the outskirts of Belo Horizonte. The games will be analysed in the light of socio-spatial pedagogy, emphasizing the role of games in the awareness process of the players. The reflection activated by the game takes on a political dimension in so far as it enables the reconfiguration of the relationship between subject and space.摘要 本文探讨社会空间教育学（socio-spatial pedagogy）这一新兴概念，立足空间知识民主化的核心诉求，提出应将原本局限于学术机构与研究中心的讨论与批判性反思——此类议题应被视作公共利益范畴内的事项——转向为日常空间实践提供认知指导与能力赋能。在社会空间教育学的实践范畴与应用路径内，本文将呈现米纳斯吉拉斯联邦大学（Federal University of Minas Gerais, UFMG）建筑与城市规划专业学生开发的四款桌游系列工作坊的实践经验，该工作坊面向贝洛奥里藏特（Belo Horizonte）郊区的favelas（巴西贫民窟）青年群体开展。本文将以社会空间教育学为理论框架对这些桌游展开分析，重点探讨桌游在参与者意识觉醒进程中所发挥的作用。由桌游所激发的反思具备政治维度，因其能够推动主体与空间之间关系的重构。