Currículo como criação: políticas práticas cotidianas de uma escola pública municipal de Campina Grande/PB

• Ano de defesa: 2025
• Autor(a) principal: Alves, Eliane Fernandes Gadelha
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Cotidianos; Currículo como criação; Redes de fazeressaberes; Everyday life; Curriculum as creation; Doingknowing networks; Currículo como creación; Redes de haceressaberes; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/36035

This thesis delves into the complexity of the daily policiespractices of a municipal public school in Campina Grande, Paraíba, which takes everyday life as spacestimes for curriculum creation in networks of doingknowing. In the movements of immersion in the day-to-day life of the school, some questions crossed the reflections and concerns presented therein: what reverberations are nosdoscom perceived in the daily school routines in the uses that are made, by the school practitioners, of the prescriptive educational policies that enter the school space-time? What tactics and resistance movements are used to make the schools little things visible, to the detriment of what is (im)posed as a prescription? In an attempt to bring the movements woven in these spacestimes to the scene, the general objective was defined: to understand that curricula in doingknowing networks are created by practitioners of a municipal public school, going beyond the impositions of the prescribed curriculum. The epistemological construct of the research is based on nosdosscom studies of everyday life, developed by Michel Certeau, Carlos Eduardo Ferraço, Nilda Alves, Maria do Carmo Soares, Inês de Oliveira, Maria Luiza Sussekind, Rafael Gonçalves, among others. Methodologically, we used conversations and narrativesimages to understand the curricular creations woven by practitioners at a municipal public school in Campina Grande, Paraíba, with the aim of affirming the power of the ethical-aesthetic-political dimensions of their “actiontheories”. School routines are made up of a spacetime of tension and negotiation of meaningssignificance around prescriptive curricular policies. In this context, its practitioners are not passive consumers of politics. They create, amid normative policies, clashes, and daily tensions, other possibilities for curriculum, in which the strength of collective and supportive actions, which nodocom emerge on the ground in schools, and enhance the multiple doingknowing. Thus, they attribute other and new meanings and significances to the curriculum practiced and lived in school spacestimes. The micro- experiences woven in schools by their practitioners announce deviations, escape lines, tactics, tensions, negotiations, and (re)existences, making visible fabrics that overflow and problematize actionspolicies of a prescriptive and homogenizing character.