Childhood and spatial justice: Inter and intra-neighborhood inequalities in the appropriation of the city by children from Curitiba

• Autor(a) principal: Fernandes, Sonia Maria
• Data de Publicação: 2023
• Outros Autores: Ferreira, Valeria Milena Rohrich
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/39285
• topic: criança; bairro; cidade; Elias; desigualdade social; child; neighborhood; city; Elias; social inequality; chavales; barrio; ciudad; Elias; desigualdad social

This study analyzes if there is inequality in the spatial experiences of children depending on where they live in the city and neighborhoods. It is a quantitative research study in which we analyzed 1060 questionnaires answered by families from 27 local schools in Curitiba, distributed in the nine regional coordinations at the time. The data were analyzed based on authors from sociology, urban sociology and geography. We observed that children who lived in the central-northern region of Curitiba and in the central regions of neighborhoods had more access to consolidated leisure and cultural places, because they either lived near them or it was easier for them to go to these places (among other issues related to class, gender, race, time at the current neighborhood, family geographical origin). It demonstrates both a “residency effect”, responsible to generate opportunities, and spatial mobility that, as capital, pushed diverse experiences in the city. For children who lived in the poor and in the outskirts of the neighborhood and, further, lived in south or extreme south Curitiba (when inter and intra-neighborhood data are crossed), the neighborhood did not present itself as a resource, but as a restriction, and spatial mobility seemed to be a scarce urban capital. The configuration was one of non-social mixture among children who lived in different parts of neighborhoods and the city. The city proved to be spatially unfair and the neighborhood presented itself as a model, teaching superior positions and status to some children and subalternity and sedentariness to others.