COMPOSIÇÕES EM MATILHA: POTÊNCIA COLETIVA QUE PRODUZ RESISTÊNCIAS E CRIA MOVIMENTOS INVENTIVOS CURRICULARES

• Ano de defesa: 2021
• Autor(a) principal: Werneck, Hociene Nobre Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Coletividade; resistências; invenções curriculares; redes de conversações; cotidiano escolar; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/14715

This is a research that, by enhancing the emergence of new modes of composition and experimentation with teachers and children, defends the pack compositions and the wolf-becoming not as a metaphor, but as a way of problematizing the power of collective work in daily life school, constituting themselves as forces of resistance that, when making the curriculum howl, creates movements of curricular inventions. Therefore, it aims to map the singularities that gain strength in the school routine, indicating new territories of meaning, which enhance the constitution of the common, strengthening collective work and curricular inventions. To this end, he dialogues with Deleuze, Deleuze and Guattari, Spinoza, Carvalho, Gallo, Paraíso, Simonini, among others, as theoretical intercessors to think about the strength of relationships, affections and affections, of becomings, of artistic signs, of problematizations and experiments in composition with the collective school body. It presents as a methodological approach the cartography and networks of conversations derived from meetings with teachers and children from an early childhood school in the city of Serra-ES. When defending an education thought “with” the packs bet on the conception of curricula packs lived / produced amid the multiplicities of knowledge, languages, affections and affections that circulate in networks of conversations and complex actions in the school daily and constitute themselves as collective bodies. It stands out, therefore, the strength of another conception of curriculum that, when howling, problematizes, disturbs, provokes, deterritorializes, resists, creates, invents, experiments, (re) exists. It argues for the expansion of the collective action force in / of the school not as a gathering of people for a homogeneous collective work, but as an organization that takes into account the multiplicities, the difference and the constitution of a common plural. It concludes that the pack compositions constitute a power to expand the force of collective action in / from the school by highlighting the different howls, the multiplicities, the differences that interrupt the sameness, the one, thus enabling, through these multiple / different forces in relation, the school will become an open and permeable community, a shared community, a collective pack. In composition with this work and as a research product, it discusses / problematizes the strength of the community for training, for teaching practice and for the movements of curricular inventions in the unfolding of training meetings with teachers carried out within the scope of the “Thinking in packs: collective power that produces resistance and creates curricular inventive movements”.