A potencialidade formativa do diálogo do Slam com o currículo escolar: buscando justiça curricular

• Autor(a) principal: Silva, Luis Fernando Lima e
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/39443
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Currículo; Slam escolar; Justiça curricular; Formação crítica; Curriculum; School Slam; Curricular justice; Critical training

The research aims to analyze the relationship between School Poetry Slam in the curriculum in order to understand the potential of this relationship in the development of the students` knowledge acquisition. It presents and characterizes the practices of Poetry Slam and School Poetry Slam. These can be taken as possible generators of significant learning. In the research process, it could be observed that the practice of School Poetry Slam provided learning experiences through its process of creation and aesthetic reception, boosting the development of subjectivities for the exercise of democratic practices, attaching openness to diversity in the school curriculum. The field research took place in the High School of a school in São Paulo state, in which the practice of School Poetry Slam was performed for 5 years. Semi-structured interviews were carried out in which the participating individuals were: the director, the coordinator, a teacher, five students and a Slammer, who promotes the activities in the school. Changes were revealed regarding the school curriculum. The analyzes demonstrated a formative process, triggered by the School Poetry Slam, which led to the appreciation of the cultural plurality presented in the society and the respect for the diversities and singularities of the students. The practice of School Poetry Slam articulated with the school routine could produce a boosted curricular process concerning the construction of a critical citizenship, which brings this experience closer to the objectives of the proposal of Curricular Justice in its three dimensions: knowledge, care and democratic coexistence