O fabular como invenção e resistência curricular: por uma política da alegria com as adolescências e as docências serrana

• Ano de defesa: 2023
• Autor(a) principal: Oliveira, Aline Dias de
• 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: Currículos; Redes de conversações; Fabulação; Política da alegria; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/12327

The presented research is constituted of the cartography of the fabulations of teachers and adolescents in the school routine, which even in the face of the hard lines that segment life, interfere with ruptures, gaps and escape movements that enhance life and the processes of learning and teaching. The movements of this research took place in an Elementary School of the Municipal Network of Serra in Espírito Santo, entangled by daily events and collective experiments that we were living in our assemblages with teachers and adolescents. In this way, we problematize it as a possibility of producing happy encounters that would strengthen the school curriculum, as enabling happy encounters at school is to bet on curricula that are made of chance and everyday experimentation, it is to promote resistance to Cartesian and codified teaching, which tries to sadden life. The general objective of the research was to map, in everyday school life, the fictions of adolescents and teachers who leverage a curriculum that is a force-vector and that produces joy and movement in life. As a methodological bet, we used cartography, always following the flow of life that moves the research, tracing new contours and experiencing life that happens at school. In this way, the research sought to dialogue with the thoughts of Deleuze, Guattari, Pelbart, Spinoza, Carvalho, Silva and Delboni. The production of data allowed us to perceive how the fabulation processes and the happy affections set the thought in motion and force new ways of thinking about curricula, teaching, school routines and adolescence. Therefore, we affirm the school as a place of invention and strength, which produces displacements, erasures in the prescribed curricula and in networks of conversations, enhances a curriculum made of lived and practiced experiences, and enables happy curricula.