Abstract
RESUMO: Diante das palavras docência, currículo e escola hoje, o verbo resistir soa como premissa incontornável às possibilidades de formas sociais mais justas, democráticas e solidárias. Partindo de resultados de pesquisas quanto à produção dos currículos e à formação docente, buscamos, através de narrativas docentes, mapear movimentos de resistência do público e do comum em práticas cotidianas. Argumentamos que as formas de resistência não se produzem, necessariamente, como respostas às lógicas hegemônicas e às pautas de redução da vida aos interesses econômicos. Resistir, no diálogo que estabelecemos com autores do campo da filosofia, das novas epistemologias e dos estudos do cotidiano, implica na produção comum e cotidiana das formas de existir.
Highlights
Picture 1 – Performance ‘Being a Teacher’ Licentiate Course in Visual Arts/2008Source: Personal collection.The image that we chose to start our conversation is a pencil sketch from the picture of a performance on the topic Being a Teacher, performed by students of a Licentiate course in Visual Arts in 2008
Understanding the interrelationship between the productions of curricula, the processes of teachers training and the school meanings that are made possible through political practices (Oliveira, 2013) created in everyday life, these fields and aspects are perceived as inseparable in our researches
The negotiations of meanings that emerge in the process of teachers training, evidenced in the production of practices and reflection from these practices in a public Early Childhood Education school, bring many aspects that can be highlight to discuss the knowledge and meanings present and produced in this spacetime that involves curricula and daily training
Summary
Picture 1 – Performance ‘Being a Teacher’ Licentiate Course in Visual Arts/2008The image that we chose to start our conversation is a pencil sketch from the picture of a performance on the topic Being a Teacher, performed by students of a Licentiate course in Visual Arts in 2008.
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