Sociology of Space and Urban Boundaries.
Embodiment through Communitarian Education.
The concept of Space is reconstructed by an interdisciplinary view, in which Situationality (Freire, 1970), Curriculum Trivium (D’Ambrosio, 2006), Act (iek, 2008), Topology (Balibar,  2011), and Communitarian Education (Mesquita et al., 2011) supply a theoretical toolkit for a collective critical analysis and local intervention. In that sense, the Curriculum Trivium is used for the understanding, recognition, and empowerment of the communities through local educational processes, as fundamental paraphernalia of survival. The concept of Topology is used as an analytic layer in the process of development in diversity - understanding the diversity of spatial and territorial experiences and claims in the project by multiple representations (descriptions, narratives, poems, photographs, paintings, among other). The concept of Act is used to argue the encounter of the three involved communities and the collective recognition of their own Situationality - materially and symbolically speaking. The concept of Communitarian Education allows the knowledge of the construction of the local educative practices and the local embodied questions of knowledge, power, affection, and local human identity.