The small town, the school and the interrupted daily life

• Autor(a) principal: Lacerda, Mitsi Pinheiro de
• Data de Publicação: 2013
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/62526
• topic: Cidades pequenas; Currículo; Avaliação; Cortejos; Small towns; Curriculum; Assessment; Parades

The custom of organizing parades outlasts the existence of the very groups that created them throughout the ages. Since antiquity societies promote public parades in which they march for themselves, and nowadays we are faced continually with festive, civic, political, religious, cultural, educative, theme, sport, funeral, and so many other types of parades. Through them, different social groups carry out their protests, present their claims, celebrate their achievements, defend their positions, practice their beliefs, in short, express themselves. All this takes place through previously organized expositions that move about and, apparently, disrupt the daily life of the town. In the present article we discuss the presence of the school in the parades celebrating the town anniversary, promoted by the public Administration of two small towns in the North Eastern region of the state of Rio de Janeiro in the years 2010, 2011 and 2012. By studying along with the parades, and not about them, having as a reference the logic of the participants (CERTEAU, 1994), we have aimed at investigating: a) the curious appropriation by the participants from the school of the participation mark they receive for the march; and b) the official demarcation of a theme for the parade and its consumption. It is a study of an ethnographic nature, employing procedures belonging to the systematic observation (conversations, production and collection of images). The conclusion of the study points to: a) the shift of school practices towards the town daily life; b) the consumption by the participants that appropriate artifacts used in the parades, transforming residues of a prescribed curriculum into practiced curricula; and c) the participants' tactics that alter their school results through opportunities perceived in the field of the other.