Name: JACONIAS DIAS RODRIGUES
Publication date: 16/12/2020
Advisor:
Name |
Role |
|---|---|
| TÂNIA MARA ZANOTTI GUERRA FRIZZERA DELBONI | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| JAIR MIRANDA DE PAIVA | External Examiner * |
| JANETE MAGALHÃES CARVALHO | External Examiner * |
| SANDRA KRETLI DA SILVA | Internal Examiner * |
| TÂNIA MARA ZANOTTI GUERRA FRIZZERA DELBONI | Advisor * |
Summary: The research presented here is inspired by cartography for the production of data in school curricula under the inspiration of the philosophy of difference. The experiences woven in school daily life, despite the hard lines, there are also escape lines that enhance the teaching-learning processes. The research took place at an elementary school in the Municipal Network of Serra in Espírito Santo. Such processes took place in assemblages entangled by teachers, students and artistic signs in the perspective of learning that creates time spaces in a way that has its composition in the invention of problems, in the cracks, in the folds, in the sinuosities of a world that is not given immediately. In this sense, the problematic field can thus be announced: how do teachers and students create curricula and subjectivation processes from the perspective of inventive learning in everyday school? The general objective was composed with the intention of mapping the creation of curricula and subjectivation processes in the perspective of inventive learning. The theoretical intercessors of the cartographic route were Deleuze, Espinosa, Carvalho, Kastrup, Foucault, Guattari, Delboni, Silva. The production of the data shows how the subjects who inhabit the school create, invent, deconstruct the postulates of curricular prescriptions that aim to plaster life at school. The routes lived with teachers and students had the networks of conversations as a methodological bet in a continuous intermingling with cartography and the philosophy of difference. In a fruitful conclusion, it is possible to affirm that in school curricula, life expands in inventive pedagogical practices, intensive movements that displaced the imprisonments imposed by curricular guidelines of all kinds. Inventive learning through the invention of problems happened in the experiences that emerged from encounters with literature, with images, with people. In the considerations at the end of the text, it is stated that life at school has its potency extended when what displaces and generates cracks, produces sinuosities, escape lines make up interstices WHERE inventive learning takes place.
