As fabuloinvenções das crianças nos agenciamentos dos currículos

Detalhes bibliográficos
Ano de defesa: 2019
Autor(a) principal: Gonçalves, Camilla Borini Vazzoler
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal do Espírito Santo
BR
Mestrado em Educação
Centro de Educação
UFES
Programa de Pós-Graduação em Educação
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
37
Link de acesso: http://repositorio.ufes.br/handle/10/11250
Resumo: This dissertation is an invitation, or rather, an (un)invitation to a walk through a schoolmaze. It is a path in which mishaps, bifurcations and trails produced by children indicate possible ways to think about the curriculum produced at a school located in the city of Vitória-ES. It aims, therefore, to map knowledge, affection languages and affections potentiated by the teaching of the teachers and the fableinventions of the children in the daily life of a school. To do so, we use some conceptual tools produced by Gilles Deleuze, Felix Guattari, David Lapoujade and many others. These authors help us think about life and the production of knowledge and learning from the philosophy of difference, being interlocutors to problematize the child, childhood, curriculum and differential processes of education. Cartography is thus used as a methodological pathway in which, together with the children, the folds they produce in the curriculum thought by the teachers are examined. To do this, we immerse in the school with the field notebook and photographic camera in the desire to record the intensities that have passed through the body of the cartographer. Therefore, we defend that immanent processes of learning that do not fit into universal and total procedures or that can be defined, as suggested by the National Curricular Common Base, in alphanumeric codes. We bet that children on immanent processes of creation do not fit into codes, which leads the labyrinth to become rhizomatic, putting in suspension the Cartesian labyrinth of prescriptive curriculum. This text evidence how children's fableinventions have become a power of curriculum research, so that in the process of fabulate and invent, children create learning processes that do not fit into codes, but which fold into possible worlds that tend to infinity.