Bricolagens praticadas nas políticaspráticas de currículos nos cotidianos escolares

• Autor(a) principal: Gonçalves, Rafael Marques
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10452
• topic: Curriculum; School daily; Curriculum policies and practices; Conversations; Narratives; Cotidiano escolar; Políticas e práticas de currículo; Conversas; Narrativas; Educação; Currículo; Escola; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

Moved by our epistemological and political curiosity, we thesis in this thesis a reflection on the policies and practices of curricula that we seek to make emerge from the school spaces from the bricolages practiced by teachers in their daily activities, from the work and the formulations of authors such as Boaventura de Sousa Santos, José Machado Pais, Nilda Alves, Stephen Ball, Michel de Certeau, among others. Understanding these practical policies as woven by practicing and thinking subjects in their multiple arts of doing, we bring to the fore knowledge and teaching knowledge that emerged from the conversations that we had during the development of the research, carried out together with a group of teachers of Três Rios-RJ. The main objective was to understand the processes of curriculum thinking and practiced curricula and its relationship with the production of practical policies from the different uses of official curricular proposals. The theoretical -political- epistemological-methodological perspective of the research in the day-to-day, guided by the sentiment of the world, provided us with our diving and practice of an archeology of the invisible existences present in the practices narrated by the teachers. We have chosen conversations as a methodological element. Thus, we bet on the practiced bricolages narrated in the conversations, not as absolute truths, but as reflections and actions in favor of legitimizing the school spaces as a locus of production and circulation of knowledge and the tessitura of policies and practices in the curricula thought and practiced. We conclude this thesis by seeing that the curricula are also products of the conversations and dialogues between knowledge that cross and are crossed by the complexity of the world, making schools spaces and times of circulation and creation of knowledge, becoming context of research and context of political reinvention, are, therefore, everyday political policies. The do- it-yourself practices in the daily life of schools and their contexts of curricular creation have brought to the surface the creative use of the rules and products that were given for the use of the teachers in the relationships that weave and that denoted that between professional and professionalism lies in the policies and practices of teachers, a transgressive and politicized individual and collective character, by experimenting and practicing eccentric or marginal forms of sociability or subjectivity in their everyday policies and practices