Saberes da terra: o currículo negociado pelos professores no cotidiano do Projovem Campo - município de Santaluz - BA

• Ano de defesa: 2018
• Autor(a) principal: Oliveira, Leonardo Souza
• Orientador(a): Barzano, Marco Antonio Leandro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Negociação curricular; Curriculo cotidiano; Projovem Campo; Planejamento
• Palavras-chave em Inglês: Curricular negotiation; Quotidian-curriculum; Planning
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/748

This dissertation, a result of the academic research developed in the Masters in Education PPGE / UEFS, had as objective was to understand how the curriculum proposed by the program Projovem Campo - Saberes da Terra was negotiated in the quotidian by the teachers of the field, in the planning meetings held in the city of Santaluz-BA. During the research we sought theoretical clues from authors who study with the quotidian, as well as Michel de Certeau to (co) relate the strategies and tactics as substrates for the problematization of the quotidian-curriculum. It configures itself as a cartographic research, making use of data collection instruments, such as: observation, field diary and capturing audios. The research participants were: Projovem Campo teachers of the classes offered in the communities of Algodões and Várzea da Pedra, from 2015 until 2017. It is a work of social, scientific and educational relevance, since it deals with aspects of quotidian, school, the field and subjects practicing the quotidian-curriculum. The writings still dialogue with authors such as Jorge Larrosa and Boaventura Santos, discussing elements referring to their ideas about the knowledges of experience and the ecology of knowledges as references to problematize the network of Knowledge-doing-powers, in relation to curricular negotiations. To accompany these processes, we present discussions regarding the local curricular micropolitics and the tactics practiced by these teachers, problematizing, next to these contexts the invention of quotidian-curriculum. In dialogs with the Knowledge-doing-powers teachers and with the knowledge of the Earth. In quotidian, teachers subtract, add, edit, move and humidify the curriculum, negotiating it.