LIGHTHOUSE OF KNOWLEDGE AND INNOVATION: INTERLOCUTIONS WITH THE EDUCATIONAL TERRITORY

Abstract

This article aims to identify the academic productions carried out about the Lighthouse of Knowledge and Innovation. It also analyzes the extent to which this object of study dialogues with the question of territory by encompassing the concepts of territoriality, educational territory, and educating city. The theoretical framework highlights authors and researchers such as Santos (1985, 2020), Albagli (2004), Haesbaert (2004), Gadotti (2006), and Moll (2019), who support the theoretical foundation. Initially, the article contextualizes the theme and then presents the methodology used; this is bibliographic research, with a quantitative and qualitative approach, according to Marconi and Lakatos (2003). In the results, it is discussed how the Lighthouse of knowledge is located in the territory. It is concluded that the theme is little studied; however, the investigation brings relevant contributions to the concept of educational territory, which strengthens the perspective of an educating city.