EMANCIPATORY CURRICULAR INVENTIONS WOVEN INTO EVERYDAY PRACTICES AND POLICIES
Name: ANNA PAOLA GALVAO MARSIGLIA
Publication date: 25/11/2024
Examining board:
Name |
Role |
|---|---|
| INES BARBOSA DE OLIVEIRA | Examinador Externo |
| SANDRA KRETLI DA SILVA | Examinador Interno |
| TANIA MARA ZANOTTI GUERRA FRIZZERA DELBONI | Presidente |
Summary: The main objective of this research is to map emancipatory curricular inventions woven into everyday political practices, understanding the curriculum as a network of subjectivities marked by the constant flow and dynamics of individuals who produce knowledge and affirm their cultures by making micropolitics within schools. Based on this idea, it aims to highlight the knowledge that emerges from daily life as a means to ensure that individuals silenced by dominant cultures can recognize the power of their differences through the formation of their subjectivation processes. The study was conducted with students and teachers from a public elementary school in the Espírito Santo state, located in the municipality of Serra, where we engaged with their daily lives to explore experimentation, creation, movement, and multiplicity of actions on their plane of immanence. This investigation relies on the theoretical frameworks of Inês Barbosa de Oliveira and Nilda Alves. Oliveira offers important contributions to the discussion on social emancipation through political practices woven into daily life by thinking practitioners and their curricular creations, showing that these individuals are knowledge producers who build networks of subjectivities in their daily lives. Alves, in turn, through her studies of daily life, provides theoretical-methodological principles for this research, asserting that the curriculum is practiced by individuals in multiple contexts and is constituted by multiple networks; for her, daily life is a plural space for knowledge production that goes beyond the walls of the school, integrating other contexts of individuals' lives. This is a cartographic research, and therefore it has an interventional and participatory approach, with the researcher inserted in the field of investigation to observe the school actors and the inventive curricular movements woven into their everyday political practices. Data production took place through networks of conversations, consisting of various resources, such as images, texts, meetings, sounds, narratives, discourses, and even silences and silencing, according to Carvalho (2017). This research aims to contribute to the students—who are already marked by stereotypes that socially exclude them—so they recognize themselves as citizens capable of participating in decision-making processes, as they produce knowledge daily, and the curricular creations of the school's thinking practitioners serve as a powerful instrument for social emancipation.
