Eventual and teaching experiences: curriculum acts instituted by events in integrated professional education.
Curriculum Acts.Experience.Event
This research is part of the debates on the Curriculumofformation field understood here as a project of society through which knowledge elected as formative is dynamized by the curriculum acts of the actors / actresses who are curricular. Thus, the classroom, as a space for meeting differences, often destabilizes the temporal continuity of these protagonists, especially teachers, causing displacements here understood as events that present themselves imposingly, requiring a new way of acting that was not in the predictability script. This study aims to understand the imbrications between the teacher formative experiences and their curriculum acts instituted by the events in the classroom scenario, through a unisingular case study, as it is about researching with experiences, and inspired by Critical Ethnopesearch and Implied. The proposed problematization fosters the debate on the meta-formative processes possible ways for teacher people to establish political implications of curriculum autonomy.