Experiências curriculantes e coautoria de si: compreensões poéticas dos discursos de estudantes do ensino médio de uma escola pública estadual de Tucano/BA

Abstract

This thesis, linked to the Graduate Program in Education at the Faculty of Education of the Federal University of Bahia, investigates the relation between curriculum experiences and co-authorship of self in a movement of re-existence. Taking into account that it is prior to the current scenario of Brazilian education which curriculum policies have inexorably institutionalized the historic duality of High School education, especially in the last five years. Law no. 13 415 of February 16, 2017 (BRASIL, 2017) - High School Counter-Reform Law - and the approval of the Common National Curriculum Base (CNCB) seeks the compulsory professionalization for the job market for daughters and sons of workers with an emphasis on competences and abilities as central devices of their education processes. However, understanding that students are co-authors of curricula, they interfere, recreate, tension and alter these policies through their curriculum acts. Thus, the objective of this thesis is to answer the following research question: How do curriculum experiences contribute to high school students poetically become co-authors of themselves? Therefore, this investigation opted, methodologically, for critical and multi-referential ethno-research whose singularity lies in listening to its subjects as theorists of their daily experiences, full of contradictions, drifts and paradoxes. Ethno-research is generated mainly from the assumptions of phenomenology, ethnomethodology and multi-referentiality. Thus, to understand the contributions of curriculum experiences for high school students to poetically become co-authors of themselves it is necessary to listen sensitively to the beings in their incompleteness. It is through this that students and teachers teach and learn relationally through the proposed debates, the conversations, the respect for the displacement and the autobiographical narratives of the students and their sentient welcoming. This poetic understanding, evidenced in the research findings, is an opening to the opacity, ambiguity and ambivalence of language that is constituted as speech and silence. In its fringes inhabit the senses and co-authorship produced by students, experiencing themselves as others through seminars, readings of literary works and their rewriting in theater codes and problematization and intervention projects - still according to the conclusions - in addition to the Journey of Knowledge in which disciplines integrate and students work from different reference systems. Due to their ethnoconstitutive poiesis, co-authorships also break disauthorizing curriculum experiences when students produce instituting movements by discarding the game of what is imposed on them.

ABSTRACT This thesis, linked to the Graduate Program in Education at the Faculty of Education of the Federal University of Bahia, investigates the relation between curriculum experiences and coauthorship of self in a movement of re-existence. Taking into account that it is prior to the current scenario of Brazilian education which curriculum policies have inexorably institutionalized the historic duality of High School education, especially in the last five years. Law no. 13 415 of February 16, 2017 (BRASIL, 2017) - High School Counter-Reform Law - and the approval of the Common National Curriculum Base (CNCB) seeks the compulsory professionalization for the job market for daughters and sons of workers with an emphasis on competences and abilities as central devices of their education processes. However, understanding that students are co-authors of curricula, they interfere, recreate, tension and alter these policies through their curriculum acts. Thus, the objective of this thesis is to answer the following research question: How do curriculum experiences contribute to high school students poetically become co-authors of themselves? Therefore, this investigation opted, methodologically, for critical and multi-referential ethno-research whose singularity lies in listening to its subjects as theorists of their daily experiences, full of contradictions, drifts and paradoxes. Ethno-research is generated mainly from the assumptions of phenomenology, ethnomethodology and multi-referentiality. Thus, to understand the contributions of curriculum experiences for high school students to poetically become coauthors of themselves it is necessary to listen sensitively to the beings in their incompleteness. It is through this that students and teachers teach and learn relationally through the proposed debates, the conversations, the respect for the displacement and the autobiographical narratives of the students and their sentient welcoming. This poetic understanding, evidenced in the research findings, is an opening to the opacity, ambiguity and ambivalence of language that is constituted as speech and silence. In its fringes inhabit the senses and co-authorship produced by students, experiencing themselves as others through seminars, readings of literary works and their rewriting in theater codes and problematization and intervention projects - still according to the conclusions - in addition to the Journey of Knowledge in which disciplines integrate and students work from different reference systems. Due to their ethnoconstitutive poiesis, co-authorships also break disauthorizing curriculum experiences when students produce instituting movements by discarding the game of what is imposed on them.